Device-ive Science

All Over the Map

Lion in Wait

Invasion of the Song 

Snatcher!

8

21

37

58

WHAT’S INSIDE

Number 19

Photos courtesy of U.S. Fish & Wildlife Service.
Produced by

Forest Service 

U.S. Geological Survey

Cradle of Forestry in America 

Interpretive Association

Production Staff

Babs McDonald, Forest Service

Jessica Nickelsen, Cradle of Forestry in 

America Interpretive Association

Brian Cooke, Cradle of Forestry in 

America Interpretive Association

Samantha Dean, Cradle of Forestry in 

America Interpretive Association

Michelle Andrews, University of 

Georgia

Shonté Jenkins, U.S. Geological Survey 

Stephanie Pfeiffer, SMP Illustration

Carey Burda, Cartographer

USDA and Forest Service 

Scientists Highlighted in 

the Journal

Ann Bartuska, Research, Education 

and Economics, U.S. Department of 

Agriculture

Duncan McKinley, Washington Office, 

Research and Development, Policy 

Analysis Staff

Yvette Ortega, Rocky Mountain 

Research Station

U.S. Geological Survey 

Scientists Highlighted in 

the Journal

Pamela Schofield, Southeast Region

David Wald, Southwest Region

Bruce Worden, Southwest Region

Collaborating Scientists 

Lad Akins, Reef Environmental 

Education Foundation

Aubree Benson, University of Montana

Russell Briggs, State University of 

New York

J. Marcus Drymon, University of 

South Alabama

Erick Greene, University of Montana

Charles Martin, Louisiana State 

University

Steven Scyphers, Northeastern 

University

Forest Service

Thomas L. Tidwell, Chief

Carlos Rodriguez-Franco, Deputy 

Chief, Research and Development

Victoria Christiansen, Deputy Chief, 

State and Private Forestry

Tony Ferguson, Director, Northern 

Research Station

Michiko Martin, Staff Director, 

Conservation Education

Tracy Hancock, Staff Director, 

Knowledge Management & 

Communication

Greg Arthaud, Research Social 

Scientist, Landscape Restoration 

and Ecosystem Services Research

Kimberly Winter, National Program 

Leader, NatureWatch 

Duncan McKinley, Policy Analyst, 

Policy Analysis

Michelle Tamez, Natural Resource 

Specialist, Ecosystem Managment 

Coordination 

Natural Inquirer 

Governing Board

Tony Ferguson

Paulette Ford

Christian Giardina

Tracy Hancock

William Lange

Ariel Lugo

Michiko Martin

Chelcy Miniat

Kimberly Winter

U.S. Geological Survey 

Bill Werkheiser, Acting Director

Murray Hitzman, Associate Director, 

Energy & Minerals

Carl Shapiro, Director, Science and 

Decisions Center

Ellie Brown, Deputy Director, Science 

and Decisions Center

Sophia B. Liu, Participatory Science 

and Innovation Lead, Science and 

Decisions Center

Cradle of Forestry in 

America Interpretive 

Association

Hope Ascher, Chairperson

Carlton Murrey, Executive Director

Adam DeWitte, Education Director

With thanks to

Liz Burke, Forest Service, 

Conservation Educator

Victoria Houser, Forest Service, 

Recreation Staff Officer

Aleksandra Pitt, Colorado State 

University, Graduate Student

Courtney Schultz, Colorado State 

University, Assistant Professor

Margalit Fox, The New York Times, 

Senior Writer

Dolores Morrison, The New York 

Times, Picture Editor

Project Learning Tree, 

http://www.plt.org/

Forest Service Youth Forest 

Monitoring Program, 

https://youtube/XqFRpW4xtyQ

Natural Inquirer

Citizen Science Edition • Number 19 • 2017

Natural Inquirer is reproduced on 

recycled paper with soy-based inks.

Please pass this journal along or 

recycle it when you have finished 

using it.

Design and layout completed by 

Shonté Jenkins.
Natural Inquirer • Number 19

1

Contents

Editorial Review Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Spotlight on the Youth Forest Monitoring Program . . . . . . . . . . .3

About Natural Inquirer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Welcome to the Citizen Science edition of Natural Inquirer! . . . .5

Features

Device-ive Science: How Electronic Devices Encourage 

Citizen Involvement With Environmental Research . . . . . . . . . .8

All Over the Map: Investigating the "Did You Feel It?" Citizen 

Science System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Lion in Wait: How Citizens Helped Scientists Identify a Rapid 

Invasion of Lionfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Invasion of the Song Snatcher! The Influence of Invasive 

Spotted Knapweed on Chipping Sparrow Song Diversity . . . 58

USA National Phenology Network: Taking the Pulse 

of Our Planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

The Monarch Larva Monitory Project: Citizen Scientists Monitor 

Monarch Butterflies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Citizen Science Crossword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Citizen Science eyeChallenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Citizen Science in the Classroom: How To Create 

a Successful Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Citizen Science Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

National Education Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

What Is the U.S. Geological Survey? . . . . . . . . . . . . . . . . . . . . . . . 92

What Is the Cradle of Forestry in America 

 Interpretive Association? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

What Is the Forest Service? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Editorial Review Board . . . . . . . . . . . . . . . . . . . . . . . . . . back cover

Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . back cover

Join us in being green! The following Educator 

Resources are now available exclusively on the 

Natural Inquirer website: http://www.naturalinquirer.org. 

These resources can be found with the “Citizen Science” 

journal and on the “For Educators” pages. 

• Note to Educators

• Lesson Plan

• Reflection Section Answer Guide

• National Education Standards (specific to each article), 

including:

- National Science Education Standards

- National Curriculum Standards for Social Studies

- Common Core State Standards

- Next Generation Science Standards

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21

37

58

Photo courtesy of Ian Callow.

Map courtesy of U.S. Geological Survey.

Photo courtesy of Lad Akins.

Photo courtesy of http://www.istockphoto.com. 
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Citizen Science Edition, http://www.naturalinquirer.org

Editorial Review Boards

Editorial Review Boards’ Comments

Anderson Middle School, Montana: Ms. Hagengruber’s 7th Grade Science Classes

I think it’s really good to have a glossary, and it helps to 

have the web resources.

I think that the maps should be a bit bigger and it 

would be great. 

Some of the graphs could be confusing because the 

numbers and writing are pretty small. 

My suggestion is to add more warm inviting colors such 

as reds, oranges, and yellows. More colors might 

attract more students and teachers. The blues and 

greens are too neutral for a student magazine. 

I really like the Natural Inquirer, it is very 

informational. 

I love how it is set up, the font is perfect and the 

pictures are great; the graphs are easy to read. 

You should make the colors a little more bold.

The font is readable but a bit too large in my opinion.

It was really drawn out and took a long time to get to 

the point.

They use the word “science” and “scientists” too often, 

they need more variety in their vocabulary.

I loved the pictures! The captions were large, and I 

sometimes got them confused with the text.

Tell what year or time of year the photos were taken.

Natural Inquirer editorial review boards hard at work.

Photo courtesy of Liz Burke. Photo courtesy of Liz Burke. 

Photo courtesy of Liz Burke. 

Photo courtesy of Liz Burke. 

Photo courtesy of Liz Burke. 
Natural Inquirer • Number 19

3

Spotlight on the Youth 

Forest Monitoring Program 

The Youth Forest Monitoring Program (YFMP) is a summer internship program for 

students in grades 9–12. Participants learn about forest ecology, explore their local forest 

lands, engage in forest health monitoring, and network with professionals. YFMP provides 

training, including spending 6 weeks in the field learning how to monitor forest health, 

receiving instruction in the classroom, and working in the laboratory. Students complete the 

program by presenting their data and conclusions to parents, the public, and Forest Service 

personnel. 

• “You can never fully experience nature until you dive into it.” – Keaton Habeck

• “Science is rad, and science is what we use to protect the places that we love.” – Kris Bosch

• “Being outside and experiencing amazing places in nature has been a fantastic way to spend 

my summer!” – Meghan Robinson

Photo courtesy of Aleksandra Pitt.

Photo courtesy of Forest Service, Northern Region.

Photo courtesy of Forest Service, Northern Region.

YFMP is supported by Helena National Forest, Montana Discovery Foundation, Helena 

College of Technology, and local counties. For more information, watch https://www.

youtube.com/watch?v=XqFRpW4xtyQ.
4

Citizen Science Edition, http://www.naturalinquirer.org

Scientists report their research in journals, 

which are special booklets that enable 

scientists to share information with one 

another and with others. This journal, Natural 

Inquirer, was created so that scientists can share 

their research with you and other middle school 

students. This journal presents the research 

of scientists with the U.S. Geological Survey, 

the Forest Service, and other cooperating 

organizations. 

The U.S. Geological Survey is an agency of 

the U.S. Department of Interior. The Forest

Service is an agency of the U.S. Department of 

Agriculture. If you want to know more about 

the U.S. Geological Survey or the Forest 

Service, you can read about them on the inside 

back cover of this journal. Information is also 

avaliable at http://www.usgs.gov and http://

www.fs.fed.us.

All of the research in Natural Inquirer, concerns 

nature, such as trees, forests, animals, insects, 

outdoor activities, and water. First, you will “Meet 

the Scientists” who conducted the research. 

Then, you will read something special about 

science and about the natural environment. You 

will also read about a specific research project, 

which is written in the format that scientists use 

when they publish their research in journals. 

Then, YOU will become the scientist when you 

conduct the FACTivity associated with each 

article. Don’t forget to look at the glossary and the 

special sections highlighted in each article. At the 

end of each section of the article, you will find a 

few questions to help you think about what you 

have read. Your teacher may use these questions 

in a class discussion.

Be sure to try the Citizen Science Crossword 

and eyeChallenge on pages 83 and 84!

Scientists are people who 

collect and evaluate information 

about a wide range of topics. 

Some scientists study the natural 

environment. To be a successful 

scientist, you must:

b Be curious—Are you interested in learning?

b Be enthusiastic—Are you excited about a particular 

topic?

b Be careful—Are you accurate in everything you do?

b Be open-minded—Are you willing to listen to new 

ideas?

b Question everything—Do you think about what 

you read and observe?

To learn more about your favorite scientists and their work, you can view and order scientist cards and print 

your own posters online at http://www.naturalinquirer.org.

About Natural Inquirer

Who Are Scientists?

Photo courtesy of 

Russell Briggs.

Photo courtesy of 

Pam Schofield.

Photo courtesy of 

Tim Baldwin.

Photo courtesy of 

David Wald.

Photo courtesy of 

Yvette Ortega.
5

Natural Inquirer • Number 19

to the Natural Inquirer Citizen Science Edition! 

Have you ever observed the arrival of 

a particular bird or butterfly species 

in spring? Have you noticed when 

or where a particular flower blooms? Did you 

know that your observations could be a part of 

a real scientific research project?

Projects that include people like you 

who collect and submit observations and 

information have a number of names. Most 

commonly, these projects are called citizen 

science. Other names for citizen science 

include crowd science, crowd-sourced science, 

citizen-based science, civic science, volunteer

monitoring, and networked science. All of 

these names identify a scientific project that 

includes citizens—people like you—as a part of 

the information collection process. 

Some citizen science projects involve a 

website. At the project’s website, you learn 

how to properly make, record, and report 

your observations. Usually, the website also 

includes online forms so that you can submit 

your information electronically. 

For some citizen science projects, you can 

track the collection of similar information from 

citizens and students nationwide and even 

worldwide. Throughout this journal, you will 

find out about many citizen science projects. 

You can learn more about each one on the 

website listed with each article.

In this Natural Inquirer, you will learn about 

the many benefits of citizen science, to both 

the scientist and the citizen scientist. You 

will learn about the kind of science that can 

be supported by observations you and your 

classmates make. You will learn, for example, 

how the observations of spearfishers and 

volunteers compare with the observations of 

marine scientists. You will learn how your 

own bird observations and observations of 

invasive species relate to similar science 

Glossary words are bold and are defined 

on page 7.

Photo courtesy of Aleksandra Pitt.

Welcome

being done by scientists. Have you ever felt an 

earthquake tremor? You will learn how people 

who feel earthquake tremors are contributing 

to a better understanding of earthquakes. 

After reading this Natural Inquirer, you can 

become a citizen scientist too!

Photo courtesy of Aleksandra Pitt.
Citizen Science Edition, http://www.naturalinquirer.org

6

Can you imagine observing, 

recording, and reporting the weather 

every single day? That is what Richard 

G. Hendrickson did—for 85 years! 

Beginning when he was 17 years 

old, Mr. Hendrickson observed and 

recorded the weather at 8 a.m. and 

8 p.m. every day. He volunteered for 

the Cooperative Observer Program, 

which became the National Weather 

Service. The National Weather Service 

is a part of the National Oceanic and 

Atmospheric Administration (NOAA). 

Photo courtesy of Dolores Morrison.

As time passed, other volunteer 

weather observers started to report 

the weather using computers. 

Mr. Hendrickson never did. Instead, 

he phoned in his weather reports 

twice a day. When Mr. Hendrickson 

died at the age of 103, he was the 

Nation’s longest serving volunteer 

weather watcher. 

In 2014, NOAA established 

the Richard G. Hendrickson 

Award. This award is presented to 

volunteers with 80 years of service. 

Mr. Hendrickson was the award’s 

first recipient. Mr. Hendrickson’s 

commitment to observing and 

reporting the weather helped scientists and citizens across the country by providing timely, 

accurate weather data and helped chart the way for studying weather. You can be like Mr. 

Hendrickson! After reading this journal, select a topic and become a citizen scientist too!

This information is adapted from a New York Times article. To learn more and read the 

full article, visit http://www.nytimes.com/2016/01/18/nyregion/richard-g-hendrickson-whorecorded-the-weather-for-85-years-dies-at-103.html. 

Check out the National Weather Service video about Mr. Hendrickson at https://youtube/F2-

e6WsCI2I.

Photo courtesy of Dolores Morrison.

Citizen Science For Life
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Natural Inquirer • Number 19

Before science emerged as a profession, 

citizen scientists conducted most of the 

scientific research. Over hundreds of years, 

amateur scientists and volunteers contributed 

to an understanding of climate, evolution, 

geology, electricity, astronomy, and other 

topics. Farmers, weather watchers, and 

naturalists documented the daily weather, 

the timing of harvests and insect outbreaks, 

and wildlife sightings and behavior. Three 

North American citizen scientists you may be 

familiar with are Benjamin Franklin, Benjamin 

Banneker, and Thomas Jefferson. Benjamin 

Banneker, who lived in the late 1700s, was an 

amateur astronomer and naturalist.

So, if you practice citizen science, you are 

following in the footsteps of people interested 

in carefully observing the natural world.

In 1980, the U.S. Postal Service 

honored Benjamin Banneker with a 

U.S. stamp. Photo by Babs McDonald 

and enhanced by Stephanie Pfeiffer. 

Glossary

amateur (a mə tər): A person who does 

something (such as a sport or hobby) for 

pleasure and not as a job.

invasive species (in vā siv spē shēz): Any 

plants, animals, or organisms that are not native 

to the ecosystem they are in, and are likely to 

cause harm to the environment, the economy, 

or human health.

marine (mə rēn): Of or relating to the sea or the 

plants and animals that live in the sea.

monitor (mä nə tər): To watch, observe, listen 

to, or check (something) for a special purpose 

over a period of time.

naturalist (nat u ral ist): A person who studies 

plants and animals as they live in nature.

spearfisher (spēr fi shər): A person who, while 

swimming below the water’s surface, fishes using 

a spear. 

tremor (trə mər): Something discharged or 

sent out.

Accented syllables are in bold. Marks and 

definitions are from http://www.merriamwebster.com. Definitions are limited to the word’s 

meaning in the article.

Is Citizen Science New?
Citizen Science Edition, http://www.naturalinquirer.org

8

Photo courtesy of Ian Callow.

Device-ive Science

How Electronic 

Devices 

Encourage 

Citizen 

Involvement With 

Evironmental 

Research
9

Natural Inquirer • Number 19

► Dr. Duncan McKinley, Policy Analyst (a nǝ lǝst):

My favorite science experience was finding a new 

species of cricket. I found the cricket when I was a 

high school student volunteering with the Student 

Conservation Association and the Forest Service. 

◄ Dr. Russell Briggs, Soil Scientist: 

My favorite science experience is teaching 

students and professionals how to describe 

the range of soil characteristics that can be 

observed in the field.

► Dr. Ann Bartuska, Ecosystem 

Ecologist: My favorite science experience 

was the quiet of the maple forest in West 

Virginia as I collected leaf litter samples 

in decomposition bags to return to the 

laboratory for weighing. A fun science 

experience was standing in a West 

Virginia wetland in early spring with a 

thermometer to test whether the internal 

temperature of skunk cabbage before 

the buds expanded really DID hit 85° 

Fahrenheit...as reported in the journal 

Scientific American. It only hit 82°F!

Glossary words are bold and are defined on page 17.

Meet the Scientists

Photo courtesy of Duncan McKinley. 

Photo courtesy of Russell Briggs.

Photo courtesy of Ann Bartuska.
10

Citizen Science Edition, http://www.naturalinquirer.org

What Kinds of 

Scientists Did This 

Research?

ecosystem ecologist: This scientist studies 

the interactions of organisms with each other 

and with nonliving parts of their environment.

policy analyst: Policy analysts review, 

evaluate, and monitor policies and legislation. 

They also write reports that synthesize various 

types of information. 

soil scientist: This scientist studies soils as 

one of Earth’s natural resources.

Thinking About 

Science

Like everything else, science 

changes over the years. Many 

scientific changes are happening 

because technology is rapidly 

advancing. Twenty years ago, few people 

imagined that hand-held mobile devices would 

be at the center of our lives (figure 1). Few 

people thought that phone calling, emailing, 

texting, playing video games, and watching 

videos would be possible by reaching into their 

pocket. As computer chips got smaller, these 

technological advances became possible. 

At the same time, users access large 

computers (known as the “cloud”) through the 

Internet. Exchanging information among these 

large computers enables scientists to analyze

larger and larger amounts of information. 

Scientists can combine large datasets to 

answer questions that no one had imagined just 

a few years ago. People with mobile devices can 

now also access a range of information because 

of these networked computers. Computers 

have made science more accessible to almost 

everyone.

Figure 1. Mobile and electronic devices 

are an important part of most people’s 

lives. Photo courtesy of Ian Callow.

Thinking About 

Environment

Scientific topics related to 

the natural environment may 

change because of what people 

have learned from past scientific 

studies. In forest science, for example, scientific 

priorities have changed over the years. In the 

1940s and 1950s, scientists studied ways to 

increase the amount of wood that could be cut 

from national forests (figure 2). They studied 

how to put wood to the best use. 

In the 1960s and 1970s, environmental 

protection became an important scientific topic. 

Since 1993, much forest science has focused on 

ecosystem services and how natural resources 

can be managed sustainably. Ecosystem 

services are environmental health benefits 

and human benefits provided by a community 

of plant and animal species. Examples of 

ecosystem benefits include clean air, clean 

water, outdoor recreation, beautiful scenery, 

and wildlife habitat (figure 3). 
11

Natural Inquirer • Number 19

Figure 2. Manti-La Sal National Forest, Utah. 

National forests are large areas of forest that 

the Forest Service manages on behalf of all 

Americans. For more information about national 

forests, visit http://www.fs.fed.us/managing-land/

national-forests-grasslands. Photo courtesy of 

Babs McDonald.

Society may also influence natural resource 

science topics. For example, people might be 

asked to reduce their water use because of a 

period of time when little to no rain has fallen. 

These people might become more concerned 

about having enough clean water. This concern 

will influence scientists, who will then study 

ways to better conserve water supplies. You can 

see that society and science are closely related. 

Both past scientific findings and social needs 

influence the topics that scientists study.

Figure 3. Ecosystem services have become an important topic for natural resource scientists. 

Ecosystem services are the benefits that nature provides through natural processes. People benefit 

from ecosystem services, such as flower pollination. Illustration by Stephanie Pfeiffer. 
12

Citizen Science Edition, http://www.naturalinquirer.org

Introduction

Before the introduction of personal 

computers, tablets, cell phones, and other 

mobile devices, scientific findings were more 

difficult to share widely. People read about 

some scientific advances in magazines and 

newspapers or learned about them on TV 

or the radio (figure 4). Scientists presented 

findings in person to other scientists or to 

people interested in their topic. Scientists wrote 

about their findings and published them in 

hard-copy science journals. These journals are 

similar to Natural Inquirer, but are written for 

other scientists (figure 5). Ordinary citizens, 

however, had a more difficult time gaining 

access to a wide range of recent scientific 

results. Now that most people have access to 

computers and mobile devices, getting recent 

scientific information is easier (figure 6). 

These devices also make it easier for citizens to 

communicate with scientists.

 The scientists in this study wanted to 

know how new technology has affected the 

relationship among scientists, science, and 

citizens. The scientists wanted to understand 

how the Forest Service can more effectively 

involve citizens with their scientific projects. 

(Learn more about the Forest Service by 

reading the inside back cover of this journal.)

Who Is a Citizen?

Often the word “citizen” means 

a legal member of a particular 

country, such as a U.S. citizen. 

Merriam-Webster’s dictionary also 

defines “citizen” as a person who 

lives in a particular place. In this 

article, the word “citizen” refers to 

any person who lives in a community.

Figure 4. In the past, when citizens were interested in 

recent scientific findings, they usually read about them in 

newspapers and magazines. People also learned about 

scientific findings on TV and the radio. Photo courtesy of 

Babs McDonald.

Reflection 

Section

b What questions did the 

scientists want to answer? 

b Name one way that better 

computer access has changed 

the relationship among 

scientists, science, and citizens. 
13

Natural Inquirer • Number 19

Figure 5. Scientific 

papers published 

in science journals 

are usually more 

challenging for 

nonscientists 

to read. Photo 

courtesy of Babs 

McDonald. 

Figure 6. Getting access 

to recent scientific findings 

is easier today because 

of personal computers 

and mobile devices. 

Photo courtesy of Babs 

McDonald.
14

Citizen Science Edition, http://www.naturalinquirer.org

Methods

The scientists searched online and through 

printed science journals for information related 

to their questions. They read more than 100 

papers discussing citizen involvement with 

science projects (figure 7). The scientists 

conducted interviews and spoke with people 

practicing citizen science. Citizen science is the 

practice of including volunteers in the process 

of scientific study (figure 8). The scientists 

also relied on their own experience to better 

understand the involvement of citizens in the 

scientific process. 

The scientists read about the ways that 

scientists share their results and how citizens 

Wildlife Society Bulletin

Published by: The Wildlife Society

Wildlife Society Bulletin 34(5):1425-1429. 2006 

doi: http://dx.doi.org/10.2193/0091-7648(2006)34[1425:TROCSA]2.0.CO;2

The Reliability of Citizen Science: A Case Study of Oregon White 

Oak Stand Surveys

AARON W. E. GALLOWAY1,2a, MARGARET T. TUDORb, and W. MATTHEW VANDER HAEGENc

Abstract 

We trained students (grades 3–10) through classroom presentations to survey an Oregon white oak 

(Quercus garryana) stand in Washington, USA, and compared their data to those obtained from 

professionals. In May and July 2002, 607 students and 8 professionals surveyed 59 and 22 50-m transects, 

respectively. We enumerated oaks and ponderosa pines (Pinus ponderosa), measured diameter at breast 

height, and rated the crown shape of oaks. Oak diameter at breast height measurements and tree counts 

were consistent between students and professionals (α = 0.05), but subjective crown assessments and live 

or dead status differed. Students tended to overreport relatively rare pines and larger oaks relative to 

professionals. This project provided resource managers with data describing oak diameter at breast height 

and distribution while educating students about the ecology of local wildlife habitat. 

West, Associate Editor 

Published: December 2006

Keywords: citizen science, data reliability, Oregon white oak, Quercus garryana, Washington

Figure 7. The scientists read more than 100 papers like this one related to the topic of 

citizen science. This study compared data, or information, collected by students with 

data collected by scientists. Image courtesy of Babs McDonald.

learn about scientific results. Using all of the 

information they collected, the scientists 

explored different ways that citizens have been 

involved in scientific projects. 

The scientists examined how new 

technology has made it easier for citizens to 

participate in science projects. For example, 

citizens can use their cell phones and tablets 

to record and submit data. Citizens can also 

use their tablets and cell phones to identify 

plant and animal species. Finally, the scientists 

considered whether using citizens to help with 

science projects is a viable way for Forest 

Service scientists to do their research.
15

Natural Inquirer • Number 19

Figure 8. Citizen science projects usually 

engage citizens with data collection for 

scientific projects. Photo courtesy of the Forest 

Service, Northern Region. 

Reflection 

Section

Citizen Science Connections

Volcanic ash consists of tiny, sharp particles of rock and natural glass that 

are blasted into the air during a volcanic eruption. Volcanic ash can threaten 

the health of people, livestock, and wildlife. It also poses a hazard to flying jets, 

can damage electronics and machinery, and can interrupt electric power and 

telecommunications. Alaska has many active volcanoes, averaging two eruptions 

per year. 

Is Ash Falling? is a citizen science project that helps scientists better understand volcanic 

activity. Scientists ask citizens to collect data about ash fall in Alaska. 

Is Ash Falling? lets citizen scientists:

• Report observations of 

volcanic ash online; 

• Collect ash samples and send 

them to the Alaska Volcano 

Observatory;

• Contribute to public health 

and safety;

• Contribute to science.

For more information, visit 

https://www.avo.alaska.edu/ashfall/

ashreport.php.

Photo courtesy of Game McGimsey, the Alaska Volcano Observatory 

and the U.S. Geological Survey.

b Pretend you are one of the scientists 

in this study. What would you ask 

other scientists if you were interested 

in whether citizen science can be a 

successful way to conduct research? 

b Name two ways that new technology 

makes it easier for citizens to 

participate in citizen science projects. 
16

Citizen Science Edition, http://www.naturalinquirer.org

Findings

The scientists found that professional 

scientists still conduct most of the scientific 

research. However, citizens can help 

professional scientists by collecting data, sharing 

results, and understanding the findings. 

The scientists discovered that working 

with citizens enables professional scientists 

to expand the spatial or temporal scope of 

their research. Citizens may rapidly collect 

information, and since they are volunteers, 

costs may be lower. Another benefit of involving 

citizens in science projects is that citizens 

sometimes have a lot of experience with and 

knowledge about the topic. These citizens 

might know a lot about the local environment. 

This experience and knowledge helps scientists 

to understand their results (figure 9). 

The scientists found a few barriers to 

involving citizens in some science projects. 

Figure 9. Citizens can help scientists understand 

findings because of their knowledge or experience 

with a topic. These local citizens are measuring 

the diameter of a live oak tree in coastal Georgia. 

Photo courtesy of James Holland.

Regular Science Citizen Science

What is the research 

for?

Scientific understanding: 

potential application to 

management.

Scientific understanding: public involvement 

and improved science understanding and 

potential application to management.

Who is the research 

for?

The public, institutions, and 

professionals.

The public, institutions, professionals, 

individual citizens, and citizen groups.

Whose knowledge 

matters?

Scientists. Scientists and citizens.

The scientific method 

used is chosen for...

Proper scientific methods. Proper scientific methods: public 

involvement and learning.

The main research 

purpose is...

Hypothesis testing; 

discovery.

Monitoring and biological understanding.

Figure 10. The scientists compared regular science with citizen science.

Reflection Section

b Brainstorm a number of natural events that your class could observe, record, and 

submit to scientists. Discuss why having this information might be helpful to scientists.

b Think of a person who has a lot of knowledge and experience with a particular topic. How 

could that person's knowledge and experience help a scientist?

Some kinds of data collection, for example, 

require too much specialized training. For 

projects that can include citizens, however, 

citizens benefit by learning about the research 

topic. Citizen scientists also benefit by learning 

the scientific method and improving their 

observation skills (figure 10).
17

Natural Inquirer • Number 19

Discussion

Access to science is increasing with new 

technology. Many citizen science projects, 

however, do not require new technology to be 

involved. This technology is also supporting 

public interest in and concern about the natural 

environment. More often, these interests and 

concerns influence which topics environmental 

scientists study. 

New technology also makes it easier 

for citizens to contribute to certain kinds 

of environmental science projects. Citizen 

involvement in science projects can increase 

the amount of information available to 

scientists. Citizen involvement can also 

improve scientists’ understanding of their topic. 

Citizen scientist projects enable citizens 

to learn more about the environmental topics 

that interest them. These projects enable 

citizens to contribute to both science and the 

environment. Finally, citizen science projects 

may increase the efficiency of collecting 

information by expanding the area being 

studied and the number of observations that 

can be made.

Reflection Section

Adapted from McKinley, D.C.; Briggs, R.D.; Bartuska, A.M. 2012. When peer-reviewed publications are not 

enough! Delivering science for natural resource management. Forest Policy and Economics. 21: 1-11. 

priority (prī or ə tē): Something that is more 

important than other things and that needs to be 

done or dealt with first.

spatial (spā shəl): Of or relating to space and 

the relationship of objects within it.

sustainable (sə stā nə blē): Of, relating to, or 

being a method of using a resource so that 

the resource is not depleted or permanently 

damaged.

synthesize (sin thə sīz): To make something by 

combining different things. 

temporal (tem p(ə) rəl): Of or relating to time 

as opposed to space. 

viable (vī ə bəl): Capable of being done or 

used.

Accented syllables are in bold. Marks and 

definitions are from http://www.merriam-webster.

com. Definitions are limited to the word’s 

meaning in the article.

Glossary

analyze (a nə līz): To study or examine 

carefully.

conservation (kän sər vā shən): The care and 

protection of natural resources such as forests 

and water.

conserve (kən sərv): To avoid wasteful or 

destructive use of something.

dataset (dā tə set): A comprehensive collection 

of related data organized for convenient access, 

generally in a computer. 

decomposition (dē kəm pō zi shən): The act 

or process of breaking up, as by decaying or 

rotting. 

hypothesis (hī pä thə səs): (1) An unproven 

idea that is accepted for the time being and 

is often tested during a scientific study; (2) An 

educated guess about the solution to a question 

or problem based on existing knowledge.

monitor (mä nə tər): To watch, observe, listen 

to, or check (something) for a special purpose 

over a period of time.

b Think about your own access to technological devices. To which environmental 

science topic would you like to contribute? How do you think you could contribute?

b How would you benefit from being involved in an environmental citizen science project? 
Citizen Science Edition, http://www.naturalinquirer.org

18

FACTivity

One class period

(for each student or group of students)

• Device-ive Science Graphic Organizers on page 19 

The questions you will answer in this FACTivity are: What are the advantages and 

disadvantages of having citizen scientists perform data collection and reporting for the 

community? Would you vote for or against having citizen scientists help with local data 

collection and reporting in your community?

You are the manager of your community’s water supply. Part of your job is to measure the 

local reservoir’s (re zǝ vwärz) water depth to ensure that enough water is available for your 

community’s needs. A reservoir is a place where water is stored for use (figure 11). During the 

summer when less rain is falling, an employee must measure and record the water level at the 

same time every day. The employee who performed this work reports to you and provides you 

with the information.

You have just been told that your 

budget has been cut and you need 

to reduce costs. You decide to set up 

a citizen science project to help you 

get your job done. You plan to have 

seven adult citizens measure the water 

level and record the water depth into 

an online system. Each of the seven 

citizens will come once a week, on 

their assigned day. If the level falls 

below a certain depth, the citizen 

scientist must immediately report this 

information to you. 

You want to present this idea to 

your boss, but you know she will 

want to know the advantages and 

disadvantages of having community 

members serve as citizen scientists. In small groups, complete the following forms. Use correct 

grammar, spelling, and punctuation when writing in the forms. Following the exercise, each 

group will give a short presentation to the class. 

You will first brainstorm a list of considerations and write these considerations in the 

following form. These considerations are things that might impact the project’s success. 

Examples include: (1) citizens will be motivated to measure and record accurate levels because 

they need the water, too; and (2) citizens may not know how to accurately measure and record 

water depth. Then organize these considerations into advantages and disadvantages.

Time Needed

Methods

Materials

Figure 11. A reservoir is an area where water is stored 

for use. Many reservoirs are large, human-made lakes. 

Photo courtesy of Babs McDonald. 
19

Natural Inquirer • Number 19

Group Members:

Considerations

Advantages of Having Citizens 

Test the Water Level

Disadvantages of Having Citizens 

Test the Water Level

After listening to the advantages and disadvantages identified by all groups, hold a class vote on 

whether to invite citizens to test your community’s water supply level. 

Device-ive Science Graphic Organizer
20

Citizen Science Edition, http://www.naturalinquirer.org

FACTivity Extension

Note: You must have online access to do this FACTivity Extension.

Pick one of the citizen science projects listed in the Citizen Science Resources section on 

page 89. Go to the listed website and explore the project so that you become familiar with it.

How might the same advantages and disadvantages you identified in the FACTivity apply 

to this citizen science project? What other considerations might apply to the citizen science 

project?

If you are a trained Project 

Learning Tree educator, you 

may use “Publicize It!” as an 

additional resource.

What's in a Name?

T his article’s title is a play on the word, 

“divisive.” Divisive means to cause 

disagreement among people. In this article, 

device-ive refers to the use of technological 

devices to conduct citizen science.

Web Resources

Forest Service Citizen Science

https://www.fs.fed.us/workingwith-us/citizen-science

Federal Citizen Science 

Resources 

https://www.citizenscience.gov

Science for Citizens

https://scistarter.com/

Student Conservation Association

http://www.thesca.org

Y ou may want to refer to theseNatural Inquirer resources for 

additional information and FACTivities 

related to this article: 

• “The Morel of the Story” Natural 

Inquirer monograph. This monograph 

compares the knowledge of local 

mushroom gatherers with scientific 

information.

• For more information about 

ecosystem services, see the Natural

Inquirer Ecosystem 

Services edition.

These resources, along 

with others, can be 

found at http://www.

naturalinquirer.org/allissues.html.

Natural Inquirer 

Connections
Natural Inquirer • Number 19

21

All Over The Map

Investigating the 

"Did You Feel It?" 

Citizen Science System

Map courtesy of U.S. Geological Survey. 
Citizen Science Edition, http://www.naturalinquirer.org

22

Meet the Scientists

►Dr. David Wald, 

Earthquake Seismologist: 

My favorite science 

experience is coming 

up with new (or even 

obvious) ways for 

solving tough problems 

while doing something 

unrelated: running, 

hiking, daydreaming. 

When an idea or solution 

pops into my head, it’s 

invigorating. 

▲Dr. Bruce Worden, Earthquake Seismologist: I enjoy bringing data together with theory. 

Sometimes the data tell you that your idea could be right, and other times you discover that 

you are wrong. Either way, you’ve learned something new about the world. 

Glossary words are bold and are defined on page 34.

Photo courtesy of Bruce Worden.

Photo courtesy of David Wald.
23

Natural Inquirer • Number 19

What Kind of 

Scientist Did This 

Research?

earthquake seismologist: This type of 

scientist studies earthquakes and the waves 

(or vibrations) created by earthquakes.

Thinking 

About Science

Scientists gather, analyze, 

and evaluate data to solve 

problems or gain additional 

information about a topic. 

Scientists work in many different areas of the 

world and study a wide variety of topics. Did 

you know that you can help scientists with 

their work? Individuals who help scientists 

collect data are called citizen scientists. Citizen 

scientists are valuable because citizen scientists 

enable scientists to gather more data and cover 

more areas than the scientists would be able to 

do by themselves. 

Citizen scientists often use the Internet 

to submit data, and citizen science takes a 

variety of forms. Examples of some citizen 

science projects include gathering data about 

soil, asteroids, weather, plants, migratory

dragonflies, and earthquakes. Citizen scientists 

usually have some degree of training in 

gathering data. Sometimes, however, citizens 

help with gathering scientific data but have not 

received training. When this happens, the work 

they do is referred to as citizen-based science. 

The scientists in this study were particularly 

interested in earthquakes and the data provided 

by citizen-based science related to earthquakes. 

To learn about some citizen science and 

citizen-based science projects, read the Citizen 

Science Resources on page 89 of this journal or 

visit https://www.citizenscience.gov.

Thinking 

About the 

Environment

An earthquake happens 

when two blocks of earth 

move past each other suddenly 

(figure 1). The movement of the two blocks 

of earth causes a release of energy which in 

turn creates vibrations and movement in the 

surrounding area. The place at which the two 

blocks of earth move past each other is called 

the fault or fault line. Earthquakes typically 

start deep within Earth. The point on Earth’s 

surface above where the earthquake starts is 

called the epicenter (figure 2). 

The U.S. Geological Survey is the Federal 

Government agency that monitors and studies 

earthquakes. Earthquakes are recorded by 

instruments called seismographs (figure 3). 

The first seismographs were used in 1890. 

Since that time, a seismographic network has 

been built across the United States called the 

Advanced National Seismic System (figure 4). 

Figure 1. An earthquake occurs when two 

blocks of earth move past each other suddenly. 

Illustration by Stephanie Pfeiffer.
24

Citizen Science Edition, http://www.naturalinquirer.org

Figure 2. The 

epicenter is the point 

on Earth’s surface 

above where the 

earthquake starts. 

Illustration by Stephanie 

Pfeiffer.

Figure 3. Seismographs are 

instruments used to detect 

and record earthquakes. The 

seismograph has a base that 

sits firmly on the ground with a 

heavy weight that hangs free. 

When an earthquake occurs, 

the base of the seismograph 

moves, but the weight does 

not move. The spring in 

the seismograph absorbs 

the movement instead. 

The seismograph records 

the difference in position 

between the shaking part 

of the seismograph and 

the motionless part of the 

seismograph. Illustration by 

Stephanie Pfeiffer.

Number 

Crunch

b For how many 

decades have 

seismographs been 

used? 
25

Natural Inquirer • Number 19

Figure 4. The Advanced National 

Seismic System has seismic stations 

across the Nation. Is a station located 

near where you live? Map by Carey 

Burda and Stephanie Pfeiffer.

Figure 5. The Global Seismographic 

Network has locations across the globe. 

Map by Carey Burda and Stephanie 

Pfeiffer.

Additionally, a larger, global network called the 

Global Seismographic Network has locations 

across the planet (figure 5). These two 

networks of seismographs collect data about 

the occurrence of earthquakes. 

Information from the seismographs 

help scientists assign a magnitude to an 

earthquake. Magnitude measures the energy 

released at the source of an earthquake. 

Another earthquake measurement is called 

intensity. Intensity is a measurement of the 

strength of shaking at a certain location; and 

an earthquake produces many intensities of 

shaking at different locations. The Modified 

Mercalli Intensity Scale is used to measure 

intensity (figures 6a and 6b). The following 

table gives intensities that are typically 

observed at locations near the epicenter of 

earthquakes of different magnitudes. 

When an earthquake occurs, scientists 

want to gather as much data as possible. These 

data enable scientists and decisionmakers to 

more successfully respond to and prepare for 

earthquakes. 
26

Citizen Science Edition, http://www.naturalinquirer.org

Magnitude Typical Maximum

Modified Mercalli Intensity

1.0 - 3.0 I

3.0 - 3.9 II – III

4.0 - 4.9 IV – V

5.0 - 5.9 VI – VII

6.0 - 6.9 VII – IX

7.0 and higher VIII or higher

Figure 6a. A comparison of magnitude 

and intensity measurements for 

earthquakes. 

Intensity Shaking Description/Damage

I Not felt Not felt except by a very few under especially favorable conditions.

II Weak Felt only by a few persons at rest, especially on upper floors of 

buildings.

III Weak

Felt quite noticeably by persons indoors, especially on upper floors of 

buildings. Many people do not recognize it as an earthquake. 

Standing motor cars may rock slightly. Vibrations similar to the passing of 

a truck. Duration estimated. 

IV Light

Felt indoors by many, outdoors by few during the day. At night, some 

awakened. Dishes, windows, doors disturbed; walls make cracking 

sound. Sensation like heavy truck striking building. Standing motor cars 

rocked noticeably.

V Moderate Felt by nearly everyone; many awakened. Some dishes, windows 

broken. Unstable objects overturned. Pendulum clocks may stop.

VI Strong Felt by all, many frightened. Some heavy furniture moved; a few 

instances of fallen plaster. Damage slight.

VII Very strong

Damage negligible in buildings of good design and construction; slight to 

moderate in well-built ordinary structures; considerable damage in poorly 

built or badly designed structures; some chimneys broken.

VIII Severe

Damage slight in specially designed structures; considerable damage 

in ordinary substantial buildings with partial collapse. Damage great 

in poorly built structures. Fall of chimneys, factory stacks, columns, 

monuments, walls. Heavy furniture overturned.

IX Violent

Damage considerable in specially designed structures; well-designed 

frame structures thrown out of plumb. Damage great in substantial 

buildings, with partial collapse. Buildings shifted off foundations.

X Extreme Some well-built wooden structures destroyed; most masonry and frame 

structures destroyed with foundations. Rails bent.

Figure 6b. This figure shows a more complete version of the Mercalli Modified Intensity Scale. 

Abridged from The Severity of an Earthquake, a U.S. Geological Survey General Interest Publication. 

1989: 288–913.
Natural Inquirer • Number 19

27

What Is the National Earthquake 

Information Center (NEIC)?

The NEIC is located in Golden, Colorado. Map by Carey Burda and Stephanie Pfeiffer. 

NEIC meeting room. Photo courtesy of David Wald. 

The National Earthquake 

Information Center (NEIC) is part 

of the U.S. Geological Survey and 

is located in Golden, Colorado. The NEIC 

has three main missions: (1) to locate 

and determine the size of an earthquake 

as quickly as possible, (2) to collect 

and provide data about earthquakes 

to scientists and the public, (3) to 

maintain an active research program to 

improve understanding and response 

to earthquakes. The NEIC reports on 

earthquakes registering a magnitude 

of about 2.5 or greater in the United 

States and about 4.5 or greater in other 

locations around the world. Currently, the 

NEIC reports on approximately 30,000 

earthquakes per year. Based on this 

number, how many earthquakes occur 

each day on average? 

To learn more about NEIC, visit http://

earthquake.usgs.gov/contactus/golden/

neic.php.
28

Citizen Science Edition, http://www.naturalinquirer.org

Introduction

The Advanced National Seismic System 

is a nationwide network of seismographs. 

These seismographs gather and record data 

about a wide variety of earthquakes across 

the Nation. However, some earthquakes in 

remote areas are not recorded due to the lack 

of seismographs in the area. Some scientists 

wanted to get a more complete description of 

earthquakes, including their effects and the 

extent of damage. The scientists thought that 

information provided by citizens experiencing 

earthquakes would be useful. To capture this 

information, the “Did You Feel It?” (DYFI) 

system was created in 1997. 

The DYFI system allows Internet users 

to report earthquake data when they feel 

Figure 7. The DYFI map shows data entries from 1999 to 2013. Map courtesy of the U.S. 

Geological Survey.

an earthquake. The data submitted are put 

into computer programs that create "Did You 

Feel It?" Maps. The data collected are used 

to create color-coded maps based on the ZIP 

Codes. The map colors correspond to the 

earthquake intensity reported by the DYFI 

users (figure 7). More than 4 million entries 

have been submitted from 1999 to 2017.

The scientists wanted to know how the 

DYFI system changed from 1999 to 2013. The 

scientists wanted to know the advantages and 

disadvantages of gathering earthquake intensity 

data through a citizen-based science network. 

Additionally, the scientists wanted to measure 

the accuracy and timeliness of the DYFI system 

data.
29

Natural Inquirer • Number 19

Methods

The scientists examined more than 10 years 

of data from the DYFI system. The scientists 

compared these data to other earthquake 

maps and data gathered by the U.S. Geological 

Survey. National Seismic Hazard Maps are 

produced every 6 years and display potential 

earthquake ground motions based on differing 

levels of probability. These maps help people 

understand the probability that earthquake 

ground motion will occur in certain areas. 

Earthquake ground motion is how much the 

Earth shakes in response to the earthquake’s 

seismic waves. 

The ground motion probabilities are 

indicated by different colors on the map. 

For example, colors on the 2008 map show 

the levels of horizontal shaking. Horizontal 

shaking is the ground movement that goes in a 

horizontal motion. The map shows the chance 

that in a 50-year period this horizontal shaking 

will occur (figure 8).

Number Crunch

Figure 8. Where do you see the highest levels of probability? Map courtesy of the U.S. Geological 

Survey.

Reflection 

Section

b In your own words and in the form of 

a question, explain what the scientists 

were interested in studying. 

b Based on what you have read so far, 

provide one example of how the DYFI 

system allows citizens to participate in 

science research. 

b Write out 1.6 million in numeric form.
30

Citizen Science Edition, http://www.naturalinquirer.org

Figure 9. Compare this map to the map in Figure 8. What is one similarity between the maps? 

What is one difference between the maps? Map courtesy of the U.S. Geological Survey.

instruments. An earthquake produces a wide 

variety of ground shaking depending upon 

the ground’s distance from the earthquake’s 

epicenter, the rock and soil conditions, and 

differences in the seismic waves moving 

through Earth’s crust. 

The scientists also compared the data 

from 10 years of DYFI entries to measure 

the accuracy and timeliness of the data. The 

scientists used computers and computer 

software to analyze the data.

The scientists compared the 2008 National 

Seismic Hazard Map to a national map based 

on 10 years of DYFI data (figure 9). Intensity 

levels are color coded to approximately match 

each other. The DYFI national map is based 

on 1.6 million individual entries from more 

than 25,000 ZIP Codes. The scientists also 

compared the DYFI data with ShakeMaps 

(figure 10). ShakeMaps are maps that 

represent the ground shaking produced by 

an earthquake as recorded on the seismic 
31

Natural Inquirer • Number 19

Fallon

Reno

Carson_City

Wellington

Yerington

Truckee

Portola

NSL Reno ShakeMap : 3.0 miles N of Galena_High_School,S_Reno

Dec 22, 2015 10:46:07 PM PST M 4.4 N39.43 W119.78 Depth: 9.7km ID:00523696

Map Version 9 Processed 2016−01−13 12:35:43 PM PST −− ShakeMap v3.5−1413 on Ubuntu 14.04.03 

INSTRUMENTAL INTENSITY

PEAK VEL.(cm/s)

PEAK ACC.(%g)

POTENTIAL 

DAMAGE

PERCEIVED 

SHAKING

I II−III IV V VI VII VIII IX X+

<0.02 0.1 1.4 4.7 9.6 20 41 86 >178

<0.05 0.3 2.8 6.2 12 22 40 75 >139

none none none Very light Light Moderate Mod./Heavy Heavy Very Heavy

Not felt Weak Light Moderate Strong Very strong Severe Violent Extreme

Scale based upon Worden et al. (2012)

−121 ̊ −120 ̊ −119 ̊

38.5 ̊

39 ̊

39.5 ̊

40 ̊

0 50

km

Los Angeles

Long Beach

Riverside

Santa Clarita

Lancaster

Mission Viejo

Victorville

Hemet

Yucca Va

Big Bear

Pasadena

CISN/sc ShakeMap : 3.6 km (2.2 mi) SSW of Devore, CA

Dec 30, 2015 01:48:57 AM UTC M 4.4 N34.19 W117.41 Depth: 7.0km ID:37507576

Map Version 6 Processed 2015−12−31 01:49:39 AM UTC 

INSTRUMENTAL INTENSITY

PEAK VEL.(cm/s)

PEAK ACC.(%g)

POTENTIAL 

DAMAGE

PERCEIVED 

SHAKING

I II−III IV V VI VII VIII IX X+

<0.07 0.4 1.9 5.8 11 22 43 83 >160

<0.1 0.5 2.4 6.7 13 24 44 83 >156

none none none Very light Light Moderate Mod./Heavy Heavy Very Heavy

Not felt Weak Light Moderate Strong Very strong Severe Violent Extreme

Scale based upon Wald, et al.; 1999

−118 ̊ −117 ̊

33.5 ̊

34 ̊

34.5 ̊

35 ̊

0 50

km

Figure 10. ShakeMaps show the ground shaking produced by an earthquake as 

recorded by the seismic instruments. Maps courtesy of U.S. Geological Survey. 

Reflection Section

Findings

Before the DYFI system, collecting shaking 

intensity information from citizens in an area 

impacted by an earthquake required a great 

deal of effort and time. The data weren't 

available until long after the earthquake 

occurred, and the amount of data was 

relatively small and sparse. Because of the 

immense effort required to collect shaking 

data, intensity maps using the Modified 

Mercalli Intensity Scale were rarely made for 

earthquakes with a magnitude of less 

than 5.5.

DYFI has changed all that! Since DYFI 

makes collecting the data fast and easy, 

the scientists found that they can collect 

information for earthquakes with any 

magnitude, as long as it was felt. Previously, in 

areas where there were no seismic instruments 

close by, some small-magnitude earthquakes 

were not recorded at all. The scientists found 

that, based on the data provided through 

DYFI, even earthquake events with less than 

a magnitude 2.0 are routinely reported. They 

also found that the DYFI data are timely. The 

b Name one reason you think the scientists were interested in learning about the timeliness 

and accuracy of the data from the DYFI system. Why do you think this reason is important?

b What do you think are one or two advantages of comparing different maps for earthquake 

data?
32

Citizen Science Edition, http://www.naturalinquirer.org

Abolide is an astronomical word for exceptionally bright meteors that 

can be seen over a wide area. Some people 

also refer to bolides as fireballs. For more 

information on bolides, visit the National 

Aeronautics and Space Administration Near 

Earth Object Program website at http://neo.

jpl.nasa.gov/fireballs/.

What Is a Bolide?

Reflection 

Section

People have become accustomedto using the DYFI system for events 

that cause shaking. People are so used 

to reporting to the DYFI system that a 

descending space shuttle flying over Los 

Angeles caused enough entries to create its 

own DYFI page. The DYFI users provided so 

much data that an accurate map of the 

re-entry trajectory of the spacecraft could 

be created! 

Out of This World 

Science!

Photo courtesy of Bill Ingalls, National Aeronautics and 

Space Administration.

Photo courtesy of http://www.iStockphoto.com

scientists calculated that, after an earthquake, 

approximately 62,000 responses are processed in 

an hour, or around 1,000 responses per minute! 

DYFI maps are created not only for 

earthquakes, but also for other events that cause 

shaking and vibrations. These other events 

include mining events and other explosions, 

supersonic aircraft flights, and bolides. 

Additionally, the DYFI data accuracy is high. 

The scientists found that the large amount of 

data that is collected through DYFI provides 

more accurate information overall. The large 

amount of data could be compared and averaged, 

and any responses that seemed out of the 

ordinary could be discarded. 

The quality and quantity of DYFI data, 

however, ultimately depends on how many 

people experience an earthquake and how many 

have access to the Internet. Areas with large 

populations and easy access to the Internet 

provide better quality and greater quantities of 

data. The scientists also found that DYFI data 

from citizen scientist reports usually agree 

with the ShakeMap data recorded by seismic 

instruments.

b The scientists found that the data were 

of better quality in areas with large 

populations and easy access to the 

Internet. Why do you think an area with a 

large population may have a better quality 

of data? 

b Now that you have read about what the 

scientists found in their study of the DYFI 

system, name one advantage of 

citizen-based science.
33

Natural Inquirer • Number 19

The Did You Feel It? (DYFI) system was created to gather information about 

earthquakes from the people who experience the earthquakes. Using the Internet, 

scientists can get information quickly about what citizens experience and the 

effects of earthquakes. Scientists who study earthquakes combine the citizenbased science data from DYFI with state-of-the-art data collection technology.

Did You Feel It? lets citizen scientists:

• Search and view data on earthquakes around the world;

• Report earthquake events in their location;

• Learn about the science of earthquakes.

Did You Feel It? is a project of the U.S. Geological Survey. The DYFI system has collected nearly 3 

million data points from citizen scientists since 1997. For more information about the DYFI system, 

visit https://earthquake.usgs.gov/data/dyfi.

Reflection Section

Discussion

With the DYFI system, U.S. Geological 

Survey scientists said that they can now 

monitor and collect data on all felt and reported 

earthquakes. The DYFI system also provides 

other benefits. The scientists found that the 

DYFI system helps educate the public. The 

system provides a human perspective on an 

earthquake and creates data that scientists can 

use to help understand earthquakes better. 

The DYFI system also provides emotional 

support to people experiencing an earthquake. 

The system gives citizens the opportunity 

to share and confirm their experiences with 

each other. The DYFI system provides highquality and timely data about earthquakes. 

This information allows scientists to better 

understand and respond to earthquake events. 

Additionally, the scientists found limitations 

to the DYFI system. They found that the 

highest rates of response came from areas with 

large populations, easy Internet access, and a 

lack of significant damage and power outages. 

Therefore, the DYFI system may lack entries 

from areas harder hit by earthquakes. 

These missing data would be important for 

better understanding an earthquake. However, 

the main purpose of the DYFI system is to 

provide scientists with more data to evaluate 

earthquakes after they have occurred. The 

DYFI system has provided scientists and the 

public with more data about earthquakes. 

Moreover, these data are provided in a 

timely manner.

Citizen Science Connections

b U.S. Geological Survey scientists said that they can now monitor and collect data on all felt 

and reported earthquakes. Why do you think this may be useful to scientists and the public? 

b Scientific research often exposes advantages and disadvantages of programs or topics being 

studied. One of the main disadvantages of the DYFI system is that the system is not able to 

get a lot of entries from areas harder hit by earthquakes. The scientists in the research paper 

discuss both the advantages and disadvantages of the DYFI system. Why do you think it is 

important to examine a system’s advantages and disadvantages? 
34

Citizen Science Edition, http://www.naturalinquirer.org

Glossary

accustomed (ə kəs təmd): Being in the habit 

or custom.

astronomical (as trə nä mi kəl): Of or 

relating to astronomy, which is the scientific 

study of stars, planets, and other objects in outer 

space.

bolide (bō līd): A large meteor or fireball; 

especially, one that explodes.

invigorate (in vi gə rāt): To cause (something) 

to become more active and lively.

magnitude (mag nə tüd): A number that 

shows the power of an earthquake.

migratory (mī grə tӧr ē): Having a 

characteristic of moving from one place to 

another on a periodic basis.

Time Needed

One class period

Materials

(for each student or group of students)

• Two earthquake data tables

• Graphing paper

• Pencils

• Highlighters

The questions you will answer in this 

FACTivity are: How do the number of 

earthquakes from the 1990s compare to 

the number of earthquakes in the 2000s? 

How do the magnitudes of the earthquakes 

compare between the two time periods? 

Methods

Look at the two earthquake data tables on 

page 35. Highlight the row in each table for 

probability (prä bə bi lə tē): A measure 

of how often a particular event will happen 

if something (such as tossing a coin) is done 

repeatedly.

seismic (sīz mik): (1) Of, subject to, or caused 

by an earthquake; (2) Of or relating to an earth 

vibration caused by something else (as an 

explosion or the impact of a meteorite).

supersonic (sü pər sä nik): Faster than the 

speed of sound. 

trajectory (trə jek t(ə-)rē): The curved path 

along which something (such as a rocket) moves 

through the air or through space.

Accented syllables are in bold. Marks and 

definitions are from http://www.merriamwebster.com. Definitions are limited to the word’s 

meaning in the article.

total earthquakes. Create two bar charts and 

compare total earthquakes for the 

1990–1999 time period with the 2000–2009 

time period. Here are a few questions to think 

about:

• Which year had the most earthquakes 

during 1990–1999? 

• Which year had the most earthquakes 

during 2000–2009?

• Look closely at the two data tables. 

Circle magnitudes with the highest 

occurrence of earthquakes. Is the 

magnitude you highlighted the same in 

each time period?

• Do you think that the two time periods 

are similar or not? Why do you think 

this? Use evidence from the tables to 

help support your thinking.

FACTivity

Adapted from Wald, D.J.; Quitoriano, V.; Worden, B.; Hopper, M.; Dewey, J.W. 2011. USGS “Did You Feel It?” 

Internet-based macroseismic intensity maps. Annals of Geophysics. 54(6): 688-707.
35

Natural Inquirer • Number 19

Number of Earthquakes in the United States for 1990–1999 

Located by the U.S. Geological Survey National Earthquake Information Center

Magnitude 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999

8.0 to 9.9 0 0 0 0 0 0 0 0 0 0

7.0 to 7.9 0 NA 2 0 1 0 2 0 0 NA

6.0 to 6.9 2 4 15 9 4 6 4 6 3 6

5.0 to 5.9 64 49 72 62 64 45 100 63 62 50

4.0 to 4.9 284 242 404 270 333 350 612 362 411 352

3.0 to 3.9 626 713 1717 1119 1543 1058 1060 1072 1053 1398

2.0 to 2.9 414 559 998 1009 1196 822 654 759 742 814

1.0 to 1.9 1 3 5 7 2 0 0 2 0 0

0.1 to 0.9 0 0 0 0 0 0 0 0 0 0

No Magnitude 877 599 368 457 444 444 375 575 508 381

Total Earthquakes 2268 2171 3581 2933 3587 2725 2807 2839 2779 3003

NA = Not Applicable

Number of Earthquakes in the United States for 2000–2009 

Located by the U.S. Geological Survey National Earthquake Information Center

Magnitude 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

8.0 to 9.9 0 0 0 0 0 0 0 0 0 0

7.0 to 7.9 0 1 1 2 0 1 0 1 0 0

6.0 to 6.9 6 5 4 7 2 4 7 9 9 4

5.0 to 5.9 63 41 63 54 25 47 51 72 85 58

4.0 to 4.9 281 290 536 541 284 345 346 366 432 288

3.0 to 3.9 917 842 1535 1303 1362 1475 1213 1137 1486 1492

2.0 to 2.9 660 646 1228 704 1336 1738 1145 1173 1573 2379

1.0 to 1.9 0 2 2 2 1 2 7 11 13 26

0.1 to 0.9 0 0 0 0 0 0 1 0 0 1

No Magnitude 415 434 507 333 540 73 13 22 20 14

Total Earthquakes 2342 2261 3876 2946 3550 3685 2783 2791 3618 4262
36

Citizen Science Edition, http://www.naturalinquirer.org

Time Needed

One class period

Materials

(for each student or group of students)

• Computers with Internet access

• Two maps chosen from http://

earthquake.usgs.gov/earthquakes/

byregion/ (Recommended: one map 

from the East Coast of the United States 

and one from the West Coast of the 

United States)

• 2014 National Earthquake Hazard Map 

http://earthquake.usgs.gov/hazards/

hazmaps/conterminous/2014/images/

HazardMap2014_lg.jpg

The questions you will answer in this 

FACTivity are: How does the seismic data 

compare between different States? What is 

the seismic activity like in your State? What 

does the 2014 National Earthquake Hazard 

Map tell you about the seismic hazard in your 

State? 

Methods

On a computer, go to http://earthquake.usgs.

gov/earthquakes/region.php. Select one State 

from the East Coast and one from the West 

Coast. Compare the map data between the 

two States. Answer these questions:

1. What are the main differences between 

the maps from each State? 

2. What is one similarity between the maps?

3. Based on the State maps you are looking 

at, which State would you say has the 

most seismic activity? Why?

4. Now, take a moment to look at your 

own State map. Also, go to http://

earthquake.usgs.gov/hazards/products/

conterminous/2014/HazardMap2014_

lg.jpg and look at the 2014 National 

Earthquake Hazard Map. Specifically, look 

at your State. List three things you notice 

on the maps about your State. What 

surprises you about the seismic activity in 

your State?

Web Resources

Did You Feel It?

https://earthquake.usgs.gov/data/dyfi

U.S. Geological Survey Earthquake Hazards 

Program 

https://earthquake.usgs.gov/

U.S. Geological Survey Earthquakes for Kids

https://earthquake.usgs.gov/learn/kids/

Rock n’ on Shakey Ground by U.S. Geological 

Survey

https://earthquake.usgs.gov/learn/kids/

RockShakeyGround.pdf

Advanced National 

Seismic System 

https://earthquake.usgs.

gov/monitoring/anss/

National Aeronautics 

and Space 

Administration Sonic 

Booms 

https://www.nasa.gov/centers/armstrong/news/

FactSheets/FS-016-DFRC.html

Technology FACTivity
37 Photo courtesy of Lad Akins.

Lion in Wait

How Citizens Helped 

Scientists Identify a Rapid 

Invasion of Lionfish
Citizen Science Edition, http://www.naturalinquirer.org

38

Meet the Scientists

◄ Dr. Steven Scyphers, Sustainability 

Scientist: My favorite science experience is 

meeting and hearing stories directly from 

commercial fishers and other residents of 

coastal communities. Commercial fishers are 

people who fish as a part of their job.

As scientists, we spend quite a bit of our 

time designing surveys and experiments to 

better understand our coasts. However, the 

amount of time that we are able to spend 

on the water is often far less than folks who 

work or live near the coast. For example, 

a waterfront homeowner showed us his 

homemade boat powered by a bicycle. He 

peddles his boat around the bay to visit neighbors by water. 

Scientists increasingly recognize the value of local citizens' knowledge and experiences for 

our efforts to understand coastal oceans. For example, we were able to obtain photographs 

taken by the coastal resident who peddles his bicycle-powered boat. From his photographs, we 

were able to scientifically document how recent hurricanes had affected coastal marshes and 

fishing vessels. Experiences like these continually remind us why talking with people in coastal 

communities is important for our science. It is also a lot of fun! 

What Is a Coastal Ocean?

A coastal ocean is the strip of ocean from the outer continental shelf to the estuaries 

(es chǝ wer ēs) close to the shore. Although coastal oceans represent only 7 percent of the 

ocean’s surface worldwide, they are the richest in marine life of all ocean areas. With an 

estuary’s mix of fresh and salt water, estuaries are some of the most productive ecosystems on 

Earth. Illustration by Stephanie Pfeiffer.

Photo courtesy of Steven Scyphers. 
Natural Inquirer • Number 19

39

Meet the Scientists

►Lad Akins, Director of Special 

Projects: My favorite science 

experience is working with 

nonscientists to answer scientific 

questions. Many students, SCUBA 

divers, and interested members 

of the general public are helping 

to address issues like the lionfish 

invasion. 

Some of these people have 

first-hand knowledge to share, such 

as the underwater observations 

from SCUBA divers. Others have 

time, money, or energy to donate 

to research projects. One thing all 

of these people have in common 

is passion for helping to keep our 

environment healthy. 

I feel satisfied when I am able to help coordinate citizen scientists’ energies and expertise 

to address a problem. We can’t always rely on others to fix problems for us. Therefore, it is 

important to pick a cause, take a stand, and help address issues by being active. The Reef 

Environmental Education Foundation’s motto captures that idea. Our motto is: Explore. Discover. 

Make a Difference. In this photo, I am close to an Indo-Pacific lionfish. You will soon learn why I 

am wearing a glove! 

SCUBA’s name came from its purpose. SCUBA is a self-contained underwater breathing apparatus. Its purpose is to give divers the ability to breathe underwater. Lad Akins is using 

SCUBA gear to swim close to the lionfish in the photo.

Glossary words are bold and are defined on page 53.

What is SCUBA?

Photo courtesy of Lad Akins. 
40

Citizen Science Edition, http://www.naturalinquirer.org

◄ Dr. Charles Martin, Senior Field 

Ecologist: My favorite science experience 

is answering questions about nature. My 

curiosity about how the natural world works, 

and how humans have changed the world, 

drives my scientific research program. I 

love the creativity involved in asking new 

questions and figuring out new and unique 

ways of finding the answers. I feel satisfied 

with knowing that the science I participate 

in contributes to a greater understanding of 

our natural ecosystems. This science also 

affects the decisions we make to conserve 

our planet.

►Dr. Pam Schofield, Fishery Biologist: So 

far, my favorite science experience has been 

living and working in Uganda, East Africa, 

where I studied the effects of nonnative fishes 

on the Lake Victoria ecosystem. Uganda is a 

beautiful country full of amazing wildlife. 

I lived very simply in Uganda–with no 

running water or electricity. Living simply 

taught me that much of what we think we 

need in life we really don't need. The people 

I met in Uganda were incredibly kind and 

friendly, and I never would have completed 

my research without their generosity and 

guidance.

Meet the Scientists

◄ Dr. Marcus Drymon, Marine Fisheries 

Ecologist: My favorite science experience has 

been the opportunity to use data from our shark 

population monitoring program. This program 

keeps track of shark populations and applies the 

information to management plans. These plans 

promote the conservation and management of 

sharks in the Gulf of Mexico. In this photo, our 

team is sampling an adult tiger shark. I am on 

the left, closest to the camera.

Photo courtesy of David Hay Jones.

Photo courtesy of Pam Schofield.

Photo courtesy of Charles Martin.
41

Natural Inquirer • Number 19

Thinking About 

Science

The Gulf of Mexico is a 

large body of salt water along the Southeastern 

United States (figures 1 and 2). Take a moment 

to look at how much area is covered by the Gulf 

of Mexico. The Gulf of Mexico is larger than 

the combined States of Texas, New Mexico, 

Arkansas, and Louisiana. 

Figure 1. The Gulf of Mexico is a body of salt 

water along Mexico’s east coast, around the east 

and north coasts of parts of Central America, 

along the U.S. Gulf Coast, along the west coast 

of Florida, and in western Cuba. The Gulf of 

Mexico covers a surface area of 579,153 square 

miles (1.5 million square kilometers). Maps by 

Carey Burda and Stephanie Pfeiffer.

What Kinds of Scientists Did This Research?

director of special projects: This scientist works in a variety of areas and directs unusual 

projects. At the Reef Environmental Education Foundation, this scientist also conducts scientific 

research, trains others, and works with citizen scientists. 

fishery biologist: This scientist studies fish and how the environment and other outside forces 

affect fish throughout their life cycle.

marine fisheries ecologist: This scientist studies ocean and coastal marine environments to 

understand the relationship of fish and other living organisms with each other and the nonliving 

environment.

senior field ecologist: This experienced scientist conducts field studies to understand the 

relationship of living things with each other and the nonliving environment. 

sustainability scientist: This scientist studies the relationships between human, 

environmental, and engineered systems. This scientist works to understand and develop solutions 

to problems that threaten the long-term health of life on Earth.

Number Crunch

b Write out 1.5 million in numeric form.
42

Citizen Science Edition, http://www.naturalinquirer.org

Think about trying to figure out whether a 

particular species of marine fish is swimming 

in the Gulf of Mexico. Now think about trying 

to figure out how many of these fish are 

swimming in the Gulf of Mexico, and where 

they are swimming. This identification and 

counting is a challenge for marine scientists. 

The Gulf of Mexico covers a large area, and 

fish and other marine animals are constantly 

moving. In addition, seeing large areas under 

the water’s surface can be difficult. 

Citizens, and in particular people engaged 

in outdoor recreation, may be visiting areas 

far away from other people. Often, these 

people have opportunities to observe, count, 

Figure 2. The Gulf of Mexico near Pensacola, Florida. Photo courtesy of Babs McDonald.

and report what they have observed. By doing 

this, they can help scientists because scientists 

cannot be everywhere. SCUBA divers, for 

example, may dive in areas where scientists 

might not be.

The scientists in this study were interested 

in identifying how many of a particular fish 

species were swimming in an area of the Gulf 

of Mexico. The scientists wanted to compare 

the numbers reported by recreational SCUBA 

divers with the numbers reported by other 

methods for identifying and counting marine 

fish. Recreational SCUBA divers are people 

who use SCUBA gear to dive and swim under 

water for pleasure.
43

Natural Inquirer • Number 19

Introduction

Over the past decade, humans have 

introduced two species of Indo-Pacific lionfish 

(Pterois volitans and Pterois miles) into the 

Atlantic Ocean (figures 3a and 3b). These 

species have spread into the northwestern 

Atlantic Ocean, the Caribbean Sea, and the 

Gulf of Mexico (figure 4). These fishes’ native 

ecosystem is the Indo-Pacific region (figure 5). 

These fishes have been seen in a wide range of 

Atlantic marine habitats, including coral reefs, 

hard bottoms, seagrass meadows, mangroves, 

and oyster reefs (figure 6). Sightings in different 

habitats mean that Indo-Pacific lionfish are 

found across a wide area, making it difficult to 

track their expanding numbers.

Marine scientists use established methods to 

monitor the presence of different fish species 

in marine ecosystems. These methods include 

the use of underwater cameras and underwater 

remotely operated vehicles (ROVs) (figure 7). 

In recent years, scientists have also provided 

online opportunities for citizens to report fish 

and other marine sightings. Lad Akins has also 

developed a method to tag lionfish (figure 8). 

When a lionfish is tagged, its movements can be 

tracked. 

In this research, the scientists wanted to 

compare the different ways that information is 

Thinking 

About the 

Environment

You may have heard the 

phrase, “The only constant is 

change.” This phrase means that most things 

on Earth change over time. Think about the 

world around you. Does this statement seem 

true to you?

Some scientists are changing their 

understanding of invasive species. Invasive 

species are species that are not native to the 

place they live and are likely to cause harm 

to the environment, the economy, or human 

health. Humans have moved many plant and 

animal species to new areas. In some cases, 

the movement of species has been accidental, 

and in other cases, it has been on purpose. In 

many instances, invasive species have caused 

ecosystems to change so much that native 

species are unable to thrive in the ecosystem. 

Invasive plant and animal species rapidly 

reproduce in new habitats. Some scientists 

have noticed situations, however, in which 

invasive species do not cause the harm to 

these new habitats that might be expected. 

These invasive species seem to fill an 

ecological role in an ecosystem. For example, 

in the Western United States, an invasive 

tree provides habitat for an endangered bird 

species. In another situation, native Hawaiian 

flowers are pollinated by an invasive bird 

species where native pollinators no longer live. 

Invasive species might especially fill ecological 

roles where humans have destroyed native 

habitat.

Some scientists are expanding their 

view of invasive species. In some instances, 

for example, everything possible should 

be done to reduce the harm caused by an 

invasive species. Native ecosystems should 

be preserved if possible. In other instances, 

we should realize that invasive species are 

creating new ecosystems. 

As you can see, scientific thinking can 

change as scientists observe the world around 

Read the Natural Inquirer

Hawai’i-Pacific Islands 

edition to learn more 

about plants and animals 

in Hawai’i.

them. Think of another example of when 

scientific thinking changed as a result of new 

observations. Think of an example of when 

your own thinking changed as a result of new 

observations. Do you think your thinking will 

continue to change? Why? 
44

Citizen Science Edition, http://www.naturalinquirer.org

Figures 3a & 3b. Indo-Pacific lionfish are 

colorful fish with venomous spines that protect 

them from predators. This fish eats smaller 

fish and invertebrate marine animals such as 

shrimp. Lionfish can live for decades. Photos 

courtesy of Lad Akins.

Figure 4. Indo-Pacific lionfish, 

originally found in the Indo-Pacific 

region, have been seen in the 

northwestern Atlantic Ocean, the 

Caribbean Sea, and the Gulf of 

Mexico. The red dots on the map 

indicate sightings of lionfish. Map 

courtesy of Pam Schofield.

collected about Indo-Pacific lionfish in an area of 

the Gulf of Mexico. In particular, the scientists 

wanted to compare observations and sightings 

of Indo-Pacific lionfish by recreational SCUBA 

divers with scientifically taken photographs and 

ROV videos.
Natural Inquirer • Number 19

45

Figure 5. The native habitat of lionfish is the Indo-Pacific region, which includes the Indian Ocean, 

the western and central Pacific Ocean, the seas of Indonesia which connect those two oceans, and 

the Red Sea. Map by Carey Burda and Stephanie Pfeiffer.

Figure 6. Indo-Pacific lionfish have been seen in coral reefs (A), seagrass meadows (B), mangroves 

(C), hard bottoms (D), and oyster reefs (E), among other habitats. A coral reef is built by colonies of 

tiny marine animals. A hard bottom is an area with low diversity, relatively flat, and characterized by 

hard materials. Photos A, B, C, and D courtesy of Lad Akins, and photo E courtesy of Babs McDonald. 
Citizen Science Edition, http://www.naturalinquirer.org

46

Figure 8. Andy Dehart and Lad Akins tag a lionfish. Photo courtesy of Lad Akins. 

Figure 7. Underwater remotely operated vehicles survey an area by being 

controlled remotely. Photo courtesy of Mountains of the Sea Research Team, 

National Oceanic and Atmospheric Administration. 
47

Natural Inquirer • Number 19

Reflection Section

Methods

The scientists identified an area in the Gulf 

of Mexico where Indo-Pacific lionfish had been 

sighted. The scientists compared five sources 

of lionfish abundance data collected in this 

area (figure 9). The data collection spanned 

the time from the first recorded Indo-Pacific 

lionfish sightings in this Gulf of Mexico area in 

2010 through the year 2012. 

The first source of lionfish counts was from 

an underwater stationary camera used by the 

Southeast Area Monitoring and Assessment 

Program (SEAMAP). The program uses 

Figure 9. The scientists identified an area in the Gulf of Mexico where Indo-Pacific lionfish had been 

sighted. Map by Carey Burda and Stephanie Pfeiffer.

b The scientists wanted to understand how Indo-Pacific lionfish are impacting the 

Gulf of Mexico ecosystem. To do that, they first needed to ask a different question. What 

question did the scientists ask in this research? Why did they need to ask this question? 

b Describe one challenge of collecting information about the lionfish population in the Gulf 

of Mexico. 
48

Citizen Science Edition, http://www.naturalinquirer.org

underwater photography to identify, count, and 

understand a range of marine life.

The second source of lionfish counts was 

from information provided by the Dauphin 

Island Sea Lab (DISL). DISL uses underwater 

remotely operated vehicles (ROVs). The ROVs 

videotape artificial reef structures and the 

areas around the structures (figure 10). A reef 

is rock, coral, a sandbar, or other structure 

beneath the water’s surface. An artificial reef 

is a human-built structure meant to provide 

reef habitat for marine life. Sometimes boats 

or other materials are purposely sunk to create 

artificial reefs.

The third source of Indo-Pacific lionfish 

counts was the U.S. Geological Survey’s 

Nonindigenous Aquatic Species (USGSNAS) database. The USGS-NAS database 

is like an online library where information 

is stored. This database enables the U.S. 

Geological Survey to monitor, record, and 

analyze sightings of nonnative aquatic species 

throughout the United States. Citizens, as 

What Is the 

Southeast Area 

Monitoring and 

Assessment 

Program?

T he Southeast Area Monitoring and 

Assessment Program (SEAMAP) 

collects, manages, and shares information 

about fisheries in the Southeastern United 

States. SEAMAP’s goal is to provide 

managers with the best information possible 

so that the best decisions can be made. 

SEAMAP is a partnership between Federal 

and State Governments and universities. 

Figure 10. This material is an artificial reef that provides habitat for marine animals. Photo courtesy of 

Lad Akins. 

well as scientists, can visit online and report 

sightings.

The scientists also used data reported 

into the Reef Environmental Education 

Foundation (REEF) database. REEF is a 
49

Natural Inquirer • Number 19

What Is the Dauphin 

Island Sea Lab?

The Dauphin Island Sea Lab (DISL) 

conducts research and provides marine 

education opportunities to Alabama colleges 

and universities. Most of DISL’s research is 

about nearshore and estuarine (es chə rēn) 

processes in the northern Gulf of Mexico. 

(See the sidebar on page 38 to learn more 

about estuaries.)

What Is a 

Spearfisher?

Aspearfisher is a person who, 

while swimming below the 

water’s surface, captures fishes using 

a spear. For many of the spearfishers 

in this study, the spear is propelled 

mechanically or shot using the tension 

of a large rubber band to propel it 

forward. Spearfishing is not legal in 

some places.

Reflection 

Section

b Why did the scientists identify a 

specific area to study?

b The scientists wanted to compare 

information from citizen scientists 

with information collected by marine 

scientists’ ongoing survey efforts. Which 

of the five data sources were provided by 

citizen scientists?

Photo courtesy of http://www.iStockphoto.com.

marine conservation organization. REEF trains 

recreational SCUBA divers as citizen scientists. 

These citizen scientist SCUBA divers report 

sightings of marine fish and other marine 

organisms. 

The last source of information came from 

an online questionnaire. The questionnaire 

asked 232 licensed Alabama spearfishers to 

report the number and location of their dives. 

The questionnaire also asked spearfishers 

to report any sightings or experiences with 

lionfish, to provide any photographs they had 

taken, and to describe their encounters 

in detail.
50

Citizen Science Edition, http://www.naturalinquirer.org

Findings

The scientists examined 1,411 photographs and videos recorded by the stationary cameras and 

the ROV (table 1). 

Data Source Pre-2011 2011 2012

Attempts Total 

Lionfish Attempts Total 

Lionfish Attempts Total 

Lionfish

Stationary 

Camera 710 0 247 0 189 4

ROV Video 29 0 144 1 92 50

USGS-NAS Not 

Applicable 15 Not 

Applicable 76 Not 

Applicable 244

REEF 86 0 48 2 57 13

Spearfisher 

Questionnaire 14,802 230 3,559 1,073 Not 

Applicable

Not 

Applicable

Table 1. Yearly number of attempts to observe Indo-Pacific lionfish and numbers of lionfish sighted 

for each data source. Notice the numbers of total lionfish counted in each year.

The USGS-NAS database first recorded 

lionfish sightings in the Gulf of Mexico in 

2010. However, lionfish were seen off the 

southeast coast of Florida as early as 1985. 

Reports indicated that most sightings were of 

1 to 4 lionfish, although some reports showed 

up to 50 lionfish per sighting. Lionfish were 

observed between 2 meters in depth in shallow 

seagrass meadow habitats and up to 40 meters 

in depth in offshore and artificial reef habitats. 

The REEF database did not have any lionfish 

sightings in the Gulf of Mexico before 2011. 

Fifty-seven licensed spearfishers answered 

the questionnaire. These 57 spearfishers had 

participated in more than 14,000 dives. These 

SCUBA divers had an average of 13 years of 

experience and an average of 17 dives every 

year in the northern Gulf of Mexico. Onethird of the spearfishers reported seeing lionfish 

during a dive. In total, spearfishers saw 1,303 

individual lionfish. Of these, 82 percent were 

observed in 2011. 

Although some of the lionfish sightings were 

spread out across the study area, most of the 

sightings occurred within the same area 

(see figure 9 on page 47).
Natural Inquirer • Number 19

51

iCoast is a project aimed at improving scientific knowledge of coastal 

erosion issues. Coastal erosion is the process or state of washing away 

land in coastal areas. Coastal erosion is a common issue following 

extreme storm events, such as hurricanes. Extreme storms can change or 

damage the natural environment and human-made structures.

Scientists have taken more than 140,000 photos of coastal areas 

before and after 24 different extreme storms. However, the scientists are 

unable to compare and contrast all the photos by themselves. Scientists are asking citizen 

scientists to use iCoast to identify changes and damage to coastal areas using the photos.

iCoast lets citizen scientists:

• Learn about coastal erosion issues;

• Compare and contrast coastal erosion photos; 

• Submit data about coastal erosion following extreme storm events;

• Contribute to science.

•

iCoast is a project created by the U.S. Geological Survey. More than 

1,000 citizen scientists assist scientists with the iCoast project. To learn 

more, visit http://coastal.er.usgs.gov/icoast/about.php.

Reflection Section

Number Crunches

 Citizen Science Connections

b How many individual lionfish were observed by spearfishers in 2011? 

b What was the average number of dives per spearfisher?

b Observe table 1. What is the general trend in lionfish sightings shown by 

this table?

b Which source of lionfish sightings provided the most information? Why do you think this 

source might have provided the most information? 

b Observe figure 9 on page 47. What patterns do you observe in the sighting locations by the 

source of the sighting? 

b What does the map on page 47 tell you about lionfish location in the study area?
52

Citizen Science Edition, http://www.naturalinquirer.org

Discussion

The scientists noted that spearfishers, 

SCUBA divers, and other citizen-based 

sources of lionfish counting were effective at 

documenting the rapid movement of lionfish 

into the study area. Therefore, citizens could 

play an important role in providing an early 

warning of other nonnative species as they 

move into new ecosystems. 

All of the sources of lionfish counting 

examined by the scientists showed a similar 

pattern. Most sources showed lionfish moving 

into the study area in 2010 and their numbers 

increasing every year through 2012. The 

USGS-NAS database relies on volunteers 

and does not include a measure of effort. 

The scientists do not know how many times 

volunteers tried to observe lionfish as compared 

with the numbers they reported. This lack 

of information limited the usefulness of the 

USGS-NAS database. 

The survey of spearfishers enabled the 

scientists to compare effort with lionfish 

abundance. From this survey of spearfishers, 

the scientists learned that information 

provided by a small group of people can 

provide important additional information about 

lionfish abundance. 

The scientists noted that this particular 

project is just one example of how 

citizen scientists can assist scientists with 

understanding ecosystem changes. In this 

case, the scientists were better able to 

understand the rate and locations of nonnative 

fishes’ movement into a new ecosystem. 

Understanding other events, such as the 

impact of oil spills or hurricane damage, may 

also benefit from the involvement of citizen 

scientists. The popularity and improvement 

of mobile applications (apps) will provide even 

more ways for citizen scientists to report 

their observations. With improved mobile 

technologies, citizen scientists may become 

even more effective as contributors to science.

Adapted from Scyphers, S.B.; Powers, S.P.; Akins, J.L.; Drymon, J.M.; Martin, C.W.; Schobernd, Z.H.; 

Schofield, P.J.; Shipp, R.L.; Switzer, T.S. 2015. Rapid expansion of an invasive species documented through 

a social-ecological network. Conservation Letters. 8(4): 242-250. DOI: 10.1111/conl.12127, http://www.reef.

org/reef_files/2014_Scyphers_etal_ConLetters_Lionfish.pdf

Reflection Section

b The scientists said that citizen scientists could be an early warning system 

for the movement of other nonnative species into new ecosystems. Name at 

least two other situations in which citizen scientists might provide information before 

scientists could collect it. 

b How might the popularity and improvement of mobile apps enable citizen scientists to be 

more effective at contributing to scientific knowledge? 
53

Natural Inquirer • Number 19

Glossary

abundance (ə bən dən(t)s): Degree of 

plentifulness.

aquatic (ə kwä tik): Growing or living in or 

upon water.

conserve (kən sərv): To avoid wasteful or 

destructive use of something.

database (dā tə bās): A comprehensive 

collection of related data organized for 

convenient access, generally in a computer.

endangered (in dān jərd): Being in danger or 

peril. 

invertebrate (in vər tə brət): An animal 

lacking a backbone (spinal column). About 95 

percent of all animals are invertebrates. These 

include all animals except mammals, birds, 

reptiles, amphibians, and fish.

native (nā tiv): Living or growing naturally in a 

particular region.

nearshore (nir shȯr): The nearshore region 

includes water from a lake, bay, or ocean 

shoreline to 30 meters in depth.

nonindigenous (nän in dij ə nəs): Growing, 

living, or occurring in a region or environment 

which is not native to the organism or thing.

nonnative (nän nā tiv): Not naturally occurring 

in an area.

predator (pre də tər): An animal that lives by 

killing and eating other animals.

questionnaire (kwes chə ner): Printed or 

written form of questions used to gather 

information.

stationary (stā shə ner ē): (1) Not moving; (2) 

staying in one place or position.

unique (yu nēk): (1) Being the only one; (2) 

Unusual. 

venomous (ve nə məs): Capable of putting 

venom into another animal’s body usually by 

biting or stinging it.

Accented syllables are in bold. Marks and 

definitions are from http://www.merriam-webster.

com. Definitions are limited to the word’s 

meaning in the article.
Citizen Science Edition, http://www.naturalinquirer.org

54

FACTivity

Time Needed

20 minutes to organize

Up to 2 days to collect data

30-40 minutes to discuss FACTivity exercise

Materials

• 2 cameras per group (phone cameras, tablet cameras, or point and shoot cameras)

The question you will answer in this FACTivity is: How does the information you collect vary 

when you use different ways to collect the same information?

Methods

Divide your class into groups of four students each. Make sure each group has access to two 

cameras, such as those listed in the “Materials” section. For this FACTivity, your group is curious 

about the popularity of different types of shoes. Your group would like to conduct a research 

project to determine the abundance of a certain type of shoe in your school. 

First, your group will decide what type of shoe you are interested in counting. You could 

select, for example, a particular brand, a particular type of shoe, a particular shoe color, or any 

combination. 

Each member of your group will be responsible for collecting data about the abundance of 

this shoe in your school. When you count, you will count a pair of shoes as one. 

Two group members will conduct their own observational survey. Each member will count 

the number of pairs of the particular shoes he or she observes in school over 2 days. 

Another group member will identify a busy location, such as the building or cafeteria 

entrance. This group member will take a photo of all the passing shoes every 5 seconds for 

2 minutes during a time when many students are passing. For example, the time could be at 

the start or close of school, or at the lunch hour. The camera should be pointed at the same 

location for every photograph. Use a tripod if possible.

One group member will take 24 photos of students’ shoes during a busy time, such as during 

lunch or as students are getting ready for their day. This student can move freely and can 

photograph any shoes she or he wants to photograph. If a pair of the selected shoes is seen, it 

should be photographed. 

All group members will record their counts in the graphic organizer on page 55.
55

Natural Inquirer • Number 19

Shoe Description

Group Member Data 

Collection Method Date and Time Number of Shoes Counted

Survey #1

Survey #2

Stationary Camera

Roving Camera

Group members:

After all data have been collected, your teacher will hold a class discussion based on the 

following questions:

1. How did the number of chosen shoes counted vary by data collection method?

2. What are the similarities between the data collection methods?

3. What are the differences between the data collection methods?

4. What are the advantages of each data collection method?

5. What are the disadvantages of each data collection method?

6. How does each data collection method compare with each similar source of lionfish 

 abundance data in this article? (See Graphic Organizer to Compare Methods on page 56.)

7. Which of the group’s members are most like the citizen scientists in this article?

Lion in Wait FACTivity Graphic Organizer
56

Citizen Science Edition, http://www.naturalinquirer.org

Use the space below to compare the methods.

ROV Video 

(Lion In Wait)

vs.

Roving Camera 

(FACTivity)

Stationary 

Camera (Lion In 

Wait)

vs.

Stationary 

Camera (FACTivity)

Questionnaire 

(Lion In Wait)

vs.

Surveys (FACTivity)

Lion in Wait FACTivity Graphic Organizer 

to Compare Methods
57

Natural Inquirer • Number 19

If you are a trained Project Learning Tree 

educator, you may use “Did You Notice?” and 

“Improve Your Place” as additional resources.

Web Resources

U.S. Geological Survey-NAS Animated Map of 

Lionfish Spread

https://nas.er.usgs.gov/queries/SpeciesAnimatedMap.

aspx?speciesID=963

U.S. Geological Survey-NAS Point Map of 

Lionfish Sightings

https://nas.er.usgs.gov/viewer/omap.

aspx?SpeciesID=963

Dauphin Island Sea Lab

http://www.disl.org

Southeast Area Monitoring and Assessment 

Program

https://sero.nmfs.noaa.gov/operations_management_

information_services/state_federal_liaison_branch/

seamap/index.html

U.S. Geological Survey Nonindigenous Aquatic 

Species Program

https://nas.er.usgs.gov/

Reef Environmental 

Education Foundation

https://www.reef.org/

Reef Environmental 

Education Foundation 

Lionfish Page

https://www.reef.org/

lionfish

Reef Environmental Education Foundation Free 

iPhone Mobile App for Lionfish Sightings:

Search for “REEF Lionfish Sightings”

Marine Advanced Technology Education Center 

(teaching resources for marine technology, 

including ROVs)

http://www.marinetech.org/
58

Invasion of the Song 

Snatcher!

The Influence of Spotted 

Knapweed on Chipping 

Sparrow Song Diversity

Photo courtesy of http://www.istockphoto.com.
59

Natural Inquirer • Number 19

Meet the Scientists

► Ms. Yvette Ortega, Ecologist: 

I love searching for birds’ nests. It is 

like a treasure hunt, only you follow 

the birds around in search of clues. 

For example, a bird on the way 

to its nest might have “whiskers.” 

“Whiskers” could be any type of nest 

construction material such as grass 

gathered in the beak. A bird with 

whiskers will lead you right to its 

nest if you stand back and let it do 

its thing.

► Ms. Aubree Benson, Fisheries 

Biologist: In the attached photo, 

I am holding a large (7 pound) 

bull trout. We captured this trout 

below the Emily-A-Dam, which is in 

the background. The dam was on 

the Clearwater River near Seeley 

Lake, Montana. I had just finished 

implanting a radio transmitter in 

this fish, which I then carried over 

the dam and released. Then I 

tracked the trout’s movement to 

its spawning tributary. The fish 

was unharmed from the process. 

This experience was a part of my 

research as a Master's student at 

the University of Montana. 

During this research, I helped determine that the dam had a major impact on the bull 

trout population. After that, Montana Fish, Wildlife, and Parks removed the dam in 2010 to 

benefit bull trout.

One of my favorite science-related experiences was related to the bull trout research. 

To identify individual trout, we clipped the adipose fin (the little fin just before the tail fin) 

of each bull trout we moved over the dam. Once the fish swam to their spawning stream, 

we snorkeled to determine how many fish in the spawning tributary were fish that had a 

fin clip versus fish that had migrated from elsewhere. We were able to show that over 40 

percent of the spawning population was made up of fish we had passed over the dam. 

Those data helped us justify why the dam needed to be removed!

Photo courtesy of Yvette Ortega. 

Photo courtesy of Aubree Benson.
60

Citizen Science Edition, http://www.naturalinquirer.org

►Dr. Erick Greene, Wildlife Biologist: My favorite science 

experiences have always been in the field observing 

fascinating things in nature. These experiences are what give 

me ideas about interesting things that might be going on, and 

these observations can lead to a scientific research project. 

A couple of experiences stand out for me. I spent a lot of 

time in the high Canadian Arctic about 800 miles north of 

the Arctic Circle. I once got to watch a mother polar bear 

teaching her two cubs how to hunt seals out on the sea ice. 

She communicated to them, and they crouched down and 

remained immobile on the ice. The cubs watched her as she 

spent an hour slowly stalking forward on the ice. She would 

only move forward when the seal put its head down and was 

not looking around. 

Another powerful experience was spending a lot of time in 

the Okavango Delta in Botswana. I was on a research project 

studying how olive baboons communicate with each other about predators. As I spent time with 

the troop of 80 baboons, it was fascinating to see that they all know each other (by sight and also 

by their voices). They communicate with each other about predators with a complex set of alarm 

calls. The baboons can warn each other about lions, snakes, leopards, and other dangers.

What Kinds of 

Scientists Did This 

Research?

ecologist: This scientist studies the 

relationship of living things with their living and 

nonliving environment.

fisheries biologist: This scientist studies 

fish living in the wild, including what they eat, 

their habitat, and how they interact with their 

environment.

wildlife biologist: This scientist studies 

animals living in the wild, including what they 

eat, their habitat, and how they interact with 

their environment.

Thinking About 

Science

Scientists often find a particular 

topic that interests them and study 

this topic in depth. As scientists 

study one topic more closely, 

they come up with more detailed and specific 

questions for which they would like to know 

the answers. Sometimes their discoveries about 

one topic help inform scientists about another 

related topic. 

In this study, the scientists were interested 

in learning more about how an invasive plant 

species was affecting a particular bird species 

and the songs of those birds. The scientists 

thought this specific information gathered from 

this research could help them understand the 

particular bird and invasive plant. The scientists 

also thought that this research could help them 

understand the response of other songbird 

populations to changes in their habitat quality.

Glossary words are bold and are defined on 

page 69.

Meet the Scientists

Photo courtesy of Erick Greene.
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Natural Inquirer • Number 19

Thinking 

About the 

Environment

Invasive species are any 

plants, animals, or organisms that are not 

native to the ecosystem they are in and are 

likely to cause harm to the environment, the 

economy, or human health. In this study, 

scientists were concerned with an invasive 

plant called spotted knapweed (figure 1). 

Spotted knapweed was accidentally brought 

to the United States from Eastern Europe in 

the late 1800s. The spotted knapweed seeds 

were mixed in with alfalfa and clover seeds. 

Spotted knapweed can invade a wide variety 

of habitats from open areas like grasslands to 

those with more dense vegetation like forests 

Figure 1. Spotted knapweed has purple 

flowers when in bloom. Photo courtesy of 

John Cardina, Utah State University, and 

http://www.bugwood.org.

(figure 2). The roots of spotted knapweed 

give off a chemical that stops the growth of 

other plants. Spotted knapweed also is a strong 

competitor for resources such as water and 

space and displaces the native plants in this 

way.

When spotted knapweed spreads, native 

plants can no longer grow in that area and the 

plant diversity is greatly reduced. Many animals 

depend on a diversity of plants for food and 

habitat. Spotted knapweed is a poor substitute 

for the habitat and food needs of these animals. 

The invasion of spotted knapweed, therefore, 

negatively impacts the food and habitat options 

for these animals.

Figure 2. Spotted knapweed often invades 

roadside areas. Photo courtesy of Steve 

Dewey, Utah State University, and http://www.

bugwood.org. 
62

Citizen Science Edition, http://www.naturalinquirer.org

Introduction

Invasive species such as spotted knapweed 

can have an effect on a habitat and animals 

in that habitat (Read “Thinking About the 

Environment” for more information). In this 

study, the scientists wanted to determine 

how spotted knapweed affects migratory

songbirds and their songs. In particular, the 

scientists studied chipping sparrows (figure 3). 

Chipping sparrows migrate to different areas 

for reproduction. These areas are called 

breeding grounds.

Figure 3. Chipping sparrows 

can be found around trees, 

although they spend a lot of 

time foraging on the ground. 

Chipping sparrows mainly 

eat the seeds of a variety of 

grasses and herbs. During the 

breeding season, songbirds 

such as the chipping sparrow 

add insects to their diet to 

give them an extra boost of 

energy for reproduction. Photo 

courtesy of Aubree Benson. 

In migratory songbirds, it is common for the 

yearling male bird to adopt the song of the birds 

that are already in the breeding area. Chipping 

sparrows tend to match the songs of the older 

chipping sparrows at the site to which they have 

migrated. The yearlings typically imitate the song 

of the older birds because the older birds arrived 

on the breeding grounds first and already have a 

clear song (figures 4 and 5).

Do invasive species live in your schoolyard or backyard? Help scientists 

track the spread of invasive species across the United States! Citizen scientists 

can use the Early Detection & Distribution Mapping System (EDDMapS). Visit 

http://www.eddmaps.org/ and BugwoodApps to learn more and contribute to 

this research. 

EDDMapS lets citizen scientists:

• Learn about invasive species;

• Report invasive species observations;

• Review maps of invasive species.

EDDMapS is a project launched by the University of Georgia. It now has a database of more 

than 2.5 million invasive species sightings made by both scientists and citizen scientists.

Citizen Science Connections
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Natural Inquirer • Number 19

The scientists wanted to know if the 

chipping sparrows still had a similar song 

adoption process in areas heavily invaded by 

spotted knapweed. The scientists hypothesized 

that the number of older birds would decrease 

in heavily invaded spotted knapweed areas, 

compared with the number of yearling birds. 

Further, the scientists hypothesized that 

this decrease in the number of old compared 

to yearling birds would lead to increased 

song similarity among birds in the area. They 

Figure 4. Chipping sparrows 

lay beautiful light blue eggs 

with dark speckles. Photo 

courtesy of Aubree Benson. 

Figure 5. Recently hatched 

chipping sparrow waiting 

for food. Photo courtesy of 

Aubree Benson. 

believed there would be fewer song options for 

yearling birds to imitate.

Increased song similarity may cause 

the habitat to be less suitable for chipping 

sparrows. One reason the habitat may decline 

in suitability is that female birds may avoid 

the habitat because of lack of song variety 

from males. Song variety from male birds can 

indicate the health of the male and may indicate 

the success of offspring from that bird.
64

Citizen Science Edition, http://www.naturalinquirer.org

As humans, we can talk, write, 

and sing to communicate with 

others. Birds cannot talk or write. 

Birds rely mostly on singing and bird 

calls to communicate with other 

birds. 

Some birds can only learn one 

song. Other birds can learn over 

200 songs, such as the northern 

mockingbird. 

Most singing birds that you 

hear are male birds. Like the songs 

that we listen to on our electronic 

devices, each song has a message. 

The male birds sing to send a 

message to females or other males 

in the area. Singing can attract 

females. It can also help warn other 

male birds to avoid the singing bird’s 

territory. Bird songs are often loudest 

in the morning, but scientists are not 

sure why. Why do you think that bird 

songs are loudest in the morning? 

For additional information on 

bird songs, visit http://biology.

allaboutbirds.org/birdsong/.

Northern mockingbirds imitate the songs of other birds, 

other animals, and even car alarms. Photo by Budd Titlow 

of Naturegraphs.

Reflection 

Section

What's In a Song?

The scientists collected data on chipping 

sparrow songs, gender, and numbers to 

determine whether their hypotheses were 

correct. The scientists wanted to compare this 

information in areas that were invaded with 

knapweed and areas that had native vegetation.

b What did the scientists want to study? 

b Why is a bird’s song important?
65

Natural Inquirer • Number 19

Figure 7a. A plot with native vegetation. 

Photo courtesy of Yvette Ortega. 

Methods

The scientists studied six plots in the Lolo 

National Forest in western Montana 

(figure 6). Three of the plots had native 

vegetation and three of the plots were heavily 

invaded by spotted knapweed (figures 7a 

and 7b). The scientists collected data in 

2005 and 2006. 

Figure 6. Lolo National Forest is located in western Montana and consists of 2 million acres. Map by 

Carey Burda and Stephanie Pfeiffer. 

Figure 7b. A plot invaded by spotted knapweed. 

Photo courtesy of Yvette Ortega.

The scientists lured chipping sparrows into 

mist nets by playing bird songs and calls that 

had been recorded in the area (figure 8). Each 

bird was marked with a unique combination 

of one aluminum band and three color bands 

(figure 9). 
66

Citizen Science Edition, http://www.naturalinquirer.org

Figure 9. Notice the tiny bands on the bird’s 

leg. The bands do not hurt the bird and help the 

scientists keep track of the different birds. Photo 

courtesy of Aubree Benson. 

Figure 8. Mist nets help scientists capture and 

release birds without harming them. These 

scientists are removing a bird from a mist net 

so they can study the bird. Photo courtesy of 

Mariko Yamasaki. 

Figure 10. The scientists inspected the birds and 

made notes and observations about them. Photo 

courtesy of Aubree Benson. 

The scientists used information about 

molting and plumage characteristics to 

determine whether the bird was a yearling or 

an older bird. Yearling birds spend part of their 

early life with a different plumage than older 

birds. As young birds move through their life 

cycle, molting occurs and yearling plumage 

is replaced with adult plumage. Observers 

conducted searches twice a week for banded 

birds on the study plots. The scientists 

recorded the information from these searches 

(figure 10). 

The scientists also recorded the bird songs 

during the breeding season each year 

(figure 11). Only one of the scientists measured 

and made notes about all of the bird songs. The 

scientists then took the data they gathered and 

used computer software to help them analyze 

the information.
67

Natural Inquirer • Number 19

Figure 11. Aubree Benson recorded the songs 

of the chipping sparrows. Photo courtesy of 

Jennifer Steffan. 

Reflection 

Section

Birds are an important part of every ecosystem. The presence or quantity 

of birds in a location can tell scientists a lot about the health of birds and the 

environment. Using eBird (http://www.ebird.org), scientists are asking citizen 

scientists to collect data about where and when they see birds. The study of 

birds is called ornithology (or nə thä lə jē).

eBird lets citizen scientists:

• Record the birds they see;

• Keep track of their bird lists;

• Explore maps;

• Share their sightings;

• Contribute to science.

eBird is a project created by the Cornell Lab of Ornithology. The eBird database collects 

millions of citizen scientist bird sightings each month for use by scientists, land managers, and 

other citizen scientists. Join the effort today!

Findings

The scientists found that fewer birds 

returned to the sites invaded by spotted 

knapweed (figure 12). For birds, returning to 

a given site year after year is closely linked to 

breeding success. 

Overall, the scientists recorded more than 

96 percent of the males’ songs. Of those birds, 

none of them changed their song between 

Citizen Science Connections

years. The scientists also found that song 

similarity among individuals was higher for 

yearling birds than older birds. 

Song similarity among male birds was higher 

in the areas invaded by spotted knapweed. The 

diversity of song types was lower in spotted 

knapweed areas (figure 13).

b Scientists use different methods to collect 

data about a topic. Describe one method 

used by the scientists in this study. 

b Why do you think it is a good idea to have 

the same scientist measure and make 

notes about all the bird songs? 

(Hint: Think about a time when you and 

a friend did the same activity, but later 

when you talked about the activity, 

you both remembered different things 

about the event. Why might this cause a 

problem in the world of science?)
68

Citizen Science Edition, http://www.naturalinquirer.org

Figure 13. The number of song 

types was also lower in invaded 

compared to invaded areas. 

Graph by Stephanie Pfeiffer.

Figure 12. The scientists found that fewer birds 

returned to invaded areas as compared to returning 

to areas with native plants. Graph by Stephanie 

Pfeiffer. 

Reflection Section

b In your own words, summarize what the scientists found. 

b Review figure 13. What is one difference you notice for the older birds when you compare 

them in the native versus the invaded habitat?
69

Natural Inquirer • Number 19

Discussion

The scientists’ findings supported their 

hypothesis that invasion of spotted knapweed 

has a negative effect on chipping sparrow 

populations. An invasion of spotted knapweed 

reduces the quality of the bird breeding area 

in multiple ways. The presence of spotted 

knapweed decreases the food resources 

available to the birds. Once spotted knapweed 

has taken over a breeding area, birds are less 

likely to return from year to year. Yearling birds 

tend to take the place of the birds that have left 

the invaded area. 

Reflection Section

Adapted from Ortega, Y.K.; Benson, A.; Greene, E. 2014. Invasive plant erodes local song diversity in a 

migratory passerine. Ecology. 95: 458–465. http://www.fs.fed.us/rm/pubs_other/rmrs_2014_ortega_y003.pdf

With fewer older birds around, the chipping 

sparrows have fewer songs to imitate. Therefore, 

song similarity at the spotted knapweed sites 

increases leading to a reduction in the number of 

song types sung. The increase in song similarity 

may deter female birds from this site. They may 

be deterred because fewer mating choices are 

available to them compared to the native-plant 

breeding sites. Overall, the scientists believe that 

bird songs may serve as an important indicator of 

habitat quality and population status for a variety 

of migratory songbirds. 

b Explain one reason why spotted knapweed may impact the chipping sparrow. 

b Do you think that other migratory songbirds may respond similarly to invasive 

plant species invasions? Why or why not? 

Glossary

database (dā tə bās): A comprehensive collection of related data organized for convenient 

access, generally in a computer.

deter (di tər): To cause someone, to decide 

not to do something. 

displace (di splās): To force (people or 

animals) to leave the area where they live.

forage (fȯr ij): The act of taking food by 

animals, usually taken by browsing or grazing. 

habitat (ha bə tat): The environment where a 

plant or animal naturally lives and grows. 

implant (im plant): To place something in 

the body of a living thing, in this case, a fish by 

means of surgery. 

migratory (mī grə tȯr ē): Having a 

characteristic of moving from one place to 

another on a periodic basis.

molt (mōlt): To shed hair, feathers, outer skin, 

shell, or horns with the cast-off parts being 

replaced by a new growth. 

native (nā tiv): Living or growing naturally in a 

particular region. 

plumage (plü mij): The feathers of a bird.

snorkel (snȯr kəl): To use a tube when swimming so that the swimmer can breathe with his 

or her head under water.

spawn (spȯn): To produce or lay eggs in water.

tributary (trib yə ter ē): A stream flowing into 

a larger stream or a lake. 

yearling (yi(ə)r liŋ): An animal, that is a year 

old or in the second year after birth.

Accented syllables are in bold. Marks and 

definitions are from http://www.merriamwebster.com. Definitions are limited to the word’s 

meaning in the article.
Citizen Science Edition, http://www.naturalinquirer.org

70

FACTivity

Time Needed

One class period

Materials 

(for each student or group of students)

• Bird observation tally sheet

• Pencils

• Clip boards

• Binoculars (optional)

• Field guide (optional)

The question you will answer in this 

FACTivity is: How many birds do I notice 

in my schoolyard habitat? 

First, break into small groups and 

brainstorm a list of reasons why you feel 

birds are important. Title the list “Why 

Are Birds Important?” After your groups 

brainstorm at least three reasons that birds 

are important, come together as a whole 

class and create a classroom list. Hold a 

brief discussion of why birds are important.

Next, have everyone in your class think 

about the habitat in your schoolyard. 

Imagine spending 10 minutes outside 

walking around in the schoolyard habitat. 

Write down an estimate for how many 

different individual birds you think you will 

see and hear.

Your teacher will collect your estimates 

and write them on the board. Did the 

groups report a wide variety of estimates? 

Add all the class estimates together and 

calculate an average for the estimate. 

As a class, go outside and walk through 

the schoolyard habitat for 10 minutes. Your 

teacher will set a timer. Remember to be 

quiet and observe with your eyes and ears. 

Make tally marks on your bird observation 

sheet (page 71) when you see or hear 

an individual bird. Then tally only those birds 

that you see and hear. Everyone in the class 

may see or hear different birds. Count each 

individual bird only once.

After your observation time outside, add 

the tally marks in each column. Create a class 

total for the first two columns and find the 

average for these columns. 

• How does the class average from your time 

outside compare to your class’s individual 

and average estimates about the number of 

birds that were in the schoolyard habitat? 

• What do you notice about the number of 

birds you heard versus the number of birds 

you saw? 

• How are you surprised by your results? 

Have a class discussion about the number 

of birds you observed. What are some reasons 

why there may be so few or so many birds? 

Name three ways your class can help create a 

better schoolyard habitat for birds.

A Note From the 

"Invasion of the Song 

Snatcher" Scientist

In an activity like this one, birds are often more easily heard than seen. Particularly 

during the birds' breeding season, if you listen 

carefully, you are 

likely to notice many 

more birds with your 

ears than if you are 

only using your eyes. 

Have Fun! 

Ms. Yvette Ortega

Methods
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Natural Inquirer • Number 19

Name Date 

See a Bird Hear a Bird Notes About What You Hear or See

Invasion of the Song Snatcher Bird 

Observation Tally Sheet
72

Citizen Science Edition, http://www.naturalinquirer.org

The Natural Inquirer website has a “Birding in the Classroom” Outdoor 

FACTivity which provides many more birding activities. This Outdoor FACTivity 

was adapted from Cornell University’s BirdSleuth program. To see the full lesson plan, visit 

http://www.naturalinquirer.org/UserFiles/File/Birding%20FACTivity(1).pdf.

Time Needed

One class period

Materials

(for each student or group of students)

• An original song that is age and content appropriate for students 

• One or more covers of the original song (Note: A cover is a new performance or recording 

of a previously recorded song. The cover is recorded or performed by someone other than 

the original performer.) 

• A way to play chosen songs for the class to hear

• Access to the Internet and a way to listen to .wav files

• Bird song files (.wav files) located at http://www.naturalinquirer.org 

• Spectrograms (on page 74)

• Graphic organizer

The questions you will answer in this FACTivity are: What similarities and differences do you 

notice between bird songs? How does the way a song sounds have an effect on you?

Technology Extension

FACTivity Extension

Methods

To start thinking about songs and sounds, 

your teacher will play a song for you. First, 

your teacher will play the original song. Then 

your teacher will play the same song, but with 

someone else singing it. (Note: Some songs 

may have several different versions that your 

teacher can play.) Which song did you like 

better? Why? Have a class discussion about 

this introduction activity and how it is similar to 

what happens to the birds in the “Invasion of 

the Song Snatcher” article you read. 

Next, you will listen to six recorded 

chipping sparrow bird songs that the scientists 

in this study recorded. First, simply listen to 

each file. Next, play each file several times 

in a row. 

As you listen to each song, take some 

notes about the song on the graphic organizer 

on page 73. For example, you may want to 

think about the following questions:

• What do the notes sound like to you? 

• Is the song fast or slow? 

• Does the sound remind you of anything? 

Make a note of the song or songs that 

seemed to have the most differences.
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Natural Inquirer • Number 19

Bird Song Notes About What You Hear in the Song

Song 1

Song 2

Song 3

Song 4

Song 5

Song 6

Invasion of the Song Snatcher Bird Song 

Graphic Organizer

Name Date 
74

Citizen Science Edition, http://www.naturalinquirer.org

Figure 15. Spectrograms of chipping sparrow songs (0.5 second clips) illustrating differing song types 

identified. Each spectrogram shows one unique song type. The number in the box shows what song 

number the spectrogram represents. Photo courtesy of Yvette Ortega. Pitch (frequency, kHz)

Now, examine the spectrogram illustrations 

provided by the scientists in figure 15. A 

spectrogram is a visual representation of sound 

qualities such as pitch and how this changes 

over time. In the spectrograms, the black 

shapes are the notes, repeated by the bird. 

The vertical axis (y-axis) shows the pitch of the 

note. For example, this axis shows whether the 

notes are high or low or represent a range. The 

horizontal axis (x-axis) shows the change over 

time. The horizontal axis is time, with all of the 

spectrograms depicting 0.5 seconds. 

After you have listened to the bird songs 

and reviewed the spectrograms, answer the 

following questions: 

• Do the spectrograms help to show what 

 you heard? 

• What is one thing that you learned 

today about birds?

• What are you still curious about? 

To learn more about bird songs and calls, visit 

https://www.allaboutbirds.org/how-to-learn-birdsongs-and-calls/.
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Natural Inquirer • Number 19

You may want to refer to this Natural Inquirer article for additional information and FACTivities related to this article:

• “Goll-ly! Don’t Take a Knapweed!” in the Invasive Species edition 

of Natural Inquirer.

Web Resources

Cornell Lab of Ornithology – Chipping Sparrow

https://www.allaboutbirds.org/guide/Chipping_Sparrow/id 

(Note: To find the eBird data on the chipping sparrow, go to 

the website provided above. On the right hand side of the 

page under the “Range Map,” click on “View dynamic map of 

eBird sightings.”)

Lolo National Forest 

https://www.fs.usda.gov/lolo/

Spotted Knapweed – USDA Forest Service Weed of 

the Week

https://www.na.fs.fed.us/fhp/invasive_plants/weeds/

spotted-knapweed.pdf

Natural Inquirer Connections

This article, along with others, can be found at http://www.

naturalinquirer.org/all-issues.html.

If you are a trained Project Learning Tree educator, you may use 

“Have Seeds Will Travel” as an additional resource.
76

Citizen Science Edition, http://www.naturalinquirer.org

Observation is watching carefully and 

making note of details. Whether you 

are outside or inside the classroom, you make 

observations every day. Maybe you saw the 

first snowflakes of winter on your way to 

school or maybe you saw a bird feeding its 

recently hatched chicks. Observation is one 

way scientists create questions and conduct 

research. Just as scientists make observations, 

you can help make observations as a citizen 

scientist (figure 1). 

Citizen scientists contribute to hundreds 

of different projects. One topic that uses 

citizen scientist observations is climate change. 

Figure 1. Kids and adults who are citizen 

scientists can use Nature’s Notebook to 

report what they have seen in nature. 

Photo courtesy of Michelle Andrews.

Figure 2. Each plant has its own phenology. 

Many trees change color each fall when 

the days reach a certain length. Climate 

can affect how long and how bright leaf 

color gets in the fall. Photo courtesy of Babs 

McDonald.

Climate change is a change in global or regional 

climate patterns. Changes in climate patterns 

can affect plants and animals in different ways. 

Phenology is the periodic series of life events in 

plants and animals that are related to climate.

Phenology is expressed in many different 

ways. Plants use climate cues to begin 

flowering or changing color each year. Many 

birds begin to migrate to their breeding grounds 

based on the length of day. Amphibians, 

such as frogs and salamanders, depend on air 

temperature and precipitation to start breeding 

each year. These plant and animal phenology 

events match patterns in climate (figure 2). 

Nature's Notebook: Taking the 

Pulse of Our Planet
77

Natural Inquirer • Number 19

Changes in plant or animal phenology 

can show larger changes to Earth and 

its environment. Just like a change in our 

heartbeat could show problems in our health, 

changes in phenology could show signs of a 

problem in our environment. Some plants and 

animals may be able to adapt to changes in 

climate. However, scientists are concerned 

that some plant and animal phenology may be 

disrupted by climate change. 

The climate can change across all of Earth’s 

ecosystems. Scientists, therefore, are not able 

to make all of the scientific observations they 

need by themselves. Some scientists rely on 

technology located around the world—such as 

weather stations—to record data (figure 3). 

Other scientists ask citizen scientists to 

help gather the data according to a protocol. A 

protocol is a stated procedure and guarantees 

that each citizen scientist collects data in the 

same way. A protocol makes results more 

Figure 3. Scientists studying 

climate change need to track 

worldwide climate information. 

To help gather data, some 

scientists rely on weather 

stations around the world to 

keep track of air temperature, 

precipitation, and other 

indicators. This weather station 

is located at the University of 

Georgia in Athens, Georgia. 

Photo courtesy of Jean 

Szymanski.
78

Citizen Science Edition, http://www.naturalinquirer.org

Scientists want to know how a changing climate will affect plants. One group of plants they 

study is invasive species. Ragweed is one plant that some scientists consider an invasive species 

because it is spreading as the climate warms. The phenology of ragweed requires a certain 

temperature, length of day, and number of days without freezing temperatures to start growing.

In 2014, scientific research predicted that ragweed would spread to more North American 

locations. The scientists believed it was spreading due to a changing climate which created 

conditions suitable for the plant’s phenology. Scientists used citizen science data from Nature’s 

Notebook to confirm the accuracy of their research conclusions about ragweed.

Ragweed is an agricultural weed that causes allergies in humans. Green areas on the map show 

counties where citizen scientists have observed ragweed. Photo courtesy of EDDMapS.

reliable for scientists. Without the help from 

people across the world, some scientists would 

be unable to collect all the data they need to 

complete their research. This lack of needed 

information would make climate change 

difficult to study. 

Once the data are collected by a protocol, 

they are often entered into a . A 

database makes it easier for scientists to 

use the data. The USA National Phenology 

Network is an organization that creates a 

database. Nature’s Notebook staff collects the 

data from citizen scientists, organizes the 

databases, and distributes data to scientists. 

Keeping these records is important. Scientists 

can analyze the information to learn about 

trends, or changes over time, in climate and 

phenology.

How Do Scientists Use Data 

From Nature's Notebook?
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Natural Inquirer • Number 19

FACTivity

Time Needed

One class period

Materials

(for each student or group of students)

• Computer (optional)

• Pen/pencil

• Nature’s Notebook Field Datasheets

• Field guides (optional)

• Binoculars/magnifying glass (optional) 

Become a citizen scientist by collecting phenology data from your school, town, or home 

using Nature’s Notebook (https://www.usanpn.org/natures_notebook). Follow the directions 

below to start observations or visit the Nature’s Notebook. 

Website to learn about starting observations for your citizen science project (https://www.

usanpn.org/nn/guidelines). 

Methods

1. As a class, brainstorm up to five 

plants or animals that you would like 

to observe. These can be plant or 

animal species from Nature’s Notebook

“Campaign Species,” or species 

discussed in class. Make sure that the 

chosen species are those that you know 

live nearby. 

2. Choose an easily accessible location 

where your class can conduct 

observations. You can choose your 

schoolyard, your backyard, or a local 

park. If plants are being observed, 

remember to flag the individual plants 

your class is observing. Plastic flagging, 

Glossary

accurate (a kyə rət): Free from error.

adapt (ə dapt): To adjust to new conditions.

cue (kyū): A signal.

database (dā tə bās): A comprehensive 

collection of related data organized for 

convenient access, generally in a computer.

invasive species (in vā siv spē shēz): Any 

plant, animal, or organism that is not native 

to the ecosystem it is in and is likely to cause 

harm to the environment, the economy, or 

human health.

migrate (mī grāt): To move from one place to 

another.

protocol (prō tə käl): A plan for a scientific 

experiment.

reliable (ri lī ə bəl): Giving the same results in 

repeated attempts.

trend (trend): A behavior pattern occurring 

and developing over a period of time. 

Accented syllables are in bold. Marks and 

definitions are from http://www.merriamwebster.com. Definitions are limited to the word’s 

meaning in the article.
80

Citizen Science Edition, http://www.naturalinquirer.org

Trees and Shrubs Deciduous

PAPERWORK REDUCTION ACT STATEMENT: In accordance with the Paperwork Reduction Act (44 U.S.C. 3501), please note the following. This information collection is authorized by Organic Act, 43 U.S.C. 31 et seq., 1879 and Fish and Wildlife Coordination Act. Your response is voluntary. We estimate that it will take approximately 2 minutes to make and report observations per respondent. An agency may not conduct or sponsor and a person is not required to respond to a collection of information unless it displays a currently valid Office of Management and Budget control number. OMB has reviewed and approved this information collection and assigned OMB Control Number 1028-0103. You may submit comments on any aspect of this information collection, including the accuracy of the estimated burden hours and suggestions to reduce this burden. Send your comments to: Information Collection Clearance Officer, U.S. Geological Survey, 12201 Sunrise Valley Drive, MS 807, Reston, VA 20192. OMB Control #: 1028-0103 Expiration Date: 01/31/2016

Directions: Fill in the date and time in the top rows and circle the appropriate letter in the column below.

y (phenophase is occurring); n (phenophase is not occurring); ? (not certain if the phenophase is occurring).

Do not circle anything if you did not check for the phenophase. In the adjacent blank, write in the appropriate measure of intensity or abundance for this phenophase.

Species:

Common Name:

Nickname:

Site:

Year:

Observer:

Contact: nco@usanpn.org | More information: www.usanpn.org/how-observe

Check when data entered online:

Comments:

Date:

Time:

Date:

Time:

Date:

Time:

Date:

Time:

Date:

Time:

Date:

Time:

Date:

Time:

Date:

Time:

Sandy Creek Nature Center

Breaking leaf buds

Leaves

Falling leaves

Do you see...

Flowers or flower buds

Increasing leaf size

flowering dogwood

null null

Colored leaves

Ripe fruits

Recent fruit or seed drop

Open flowers

Fruits

2016

flowering dogwood-1

Plant Phenophase Datasheet

Cornus florida

Figure 4. A Field Datasheet produced by Nature’s Notebook, like this one for flowering dogwood 

trees, can be made for each plant or animal species your class observes. Photo courtsey of Nature's 

Notebook.

yarn, or string can be used to identify the 

study plant.

3. Your teacher will create a Nature’s 

Notebook profile on the website. You and 

your classmates can submit observations 

to this profile. Once a profile is created, 

the “My Observation Deck” link allows 

your teacher to create an observation 

location. Give your location a name, such 

as “Riverview Middle School.” 

4. Next, your teacher will add the plants and/

or animals that your class will observe. 

5. Together with your teacher, review the 

protocol that you will use while observing 

and recording. Each plant or animal 

observed will have a Field Datasheet that 

can be printed for your use (figure 4).

6. Conduct observations two or more times 

per week using the Field Datasheet for 

each species. The longer period over 

which you make observations and collect 

data, the more you will learn about the 

phenology of the species you chose. 

7. How did your plant or animal change 

during your observations? Compare your 

observations to the observations of other 

citizen scientists that are collected for the 

same species on Nature’s Notebook.
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Natural Inquirer • Number 19

With its familiar pattern of orange 

and black, the monarch is perhaps 

the best known butterfly in North America. 

Each year, adult monarchs migrate from 

winter roosts to summer grounds across North 

America.

Along the way, female butterflies lay 

eggs on milkweed; the eggs then hatch into 

caterpillars, also known as larvae. The larvae 

grow by feeding on milkweed (figure 1); 

through metamorphosis, they transform into 

the next generation of adult butterflies and 

continue their annual journey across thousands 

of miles. In the fall, the newest generation of 

adults flies south to the overwintering sites.

But now the monarch is in trouble. Due 

to habitat loss, patches of milkweed are 

fewer and farther between, so the number of 

monarch larvae is dwindling.

In the 1990s, researchers at the University 

of Minnesota decided to use citizen science 

to collect long-term data on monarch larvae 

and milkweed habitat in order to provide 

information that decisionmakers can use 

to help prevent the monarch’s decline. The 

Monarch Larva Monitoring Project (MLMP) 

has grown to involve volunteers from across 

Canada and the United States. 

Project Description

Participants in the program volunteer to 

monitor a particular site—often their own 

backyards—following a standard protocol. 

Through online or in-person training, the 

volunteers learn how to identify milkweed 

as well as the eggs, caterpillars, and pupae of 

monarch butterflies. They also learn about the 

monarch’s annual cycle of breeding, migrating, 

and overwintering.

Each year, volunteers record when 

milkweed plants first come out of the ground 

and how many are present at the site they 

are monitoring (figure 2). Then, on a 

weekly basis, they record the number of eggs 

and caterpillars they see on the milkweed 

(figures 3 and 4). They also have the option 

of collecting other useful data, such as the 

amount of rainfall or the relationship between 

a parasite and host.

The Monarch Larva Monitoring 

Project: Citizen Scientists 

Monitor Monarch Butterflies

Figure 1. Monarch larva on milkweed plant. 

Photo courtesy of Becky Hansis-O’Neill.
82

Citizen Science Edition, http://www.naturalinquirer.org

The final step in the monitoring process is 

logging on to a secure website and entering the 

data collected into a master database.

Challenges

For citizen science projects, data validity 

can be a concern. Some say that nonscientists 

can’t be trusted to collect reliable data. The 

project addresses these concerns by using a 

standardized protocol and requiring repeated 

observations of the same species in the same 

place over time. The MLMP offers in-person 

and online training. The MLMP project leaders 

carefully check the data before it is used for 

research purposes. 

Another challenge is getting volunteers 

to report zeroes, or the lack of monarchs. As 

the monarch population declines, volunteers 

may find fewer and fewer monarchs during 

monitoring, which may discourage the 

volunteers and cause them to not want to 

collect or submit data. MLMP staff work 

with volunteers to highlight the importance 

of knowing where monarchs are not found, as 

well as where they are present.

Benefits and Outcomes

The project is successfully meeting its core 

purpose: to help scientists better understand 

how and why monarch populations are 

changing. As of 2015, project participants 

had monitored almost 1,100 sites in 43 States 

and 3 Canadian provinces, along with the 

Mexican State of Jalisco. Data provided by 

citizen scientists have allowed the scientific 

community to track the health of monarch 

populations and the habitats they depend on, 

forming the basis for a growing number of 

scientific publications.

Abridged from the Federal Crowdsourcing and 

Citizen Science Toolkit—Case Studies. For more 

information, visit https://crowdsourcing-toolkit.

sites.usa.gov/monitor-monarchs/.

Figure 2. Citizen scientists walking sampling 

transect during Monarch Larva Monitoring 

Project monitoring. Photo courtesy of Laura 

Molenaar.

Figure 3. Monarch egg on milkweed plant. 

Photo courtesy of Wendy Caldwell.

Figure 4. Volunteers monitoring for Monarch 

Larva Monitoring Project. Photo courtesy of Kip 

Kiphart.
Natural Inquirer • Number 19

83

Citizen Science Crossword Untitled 

1

2

3

4 5 6

7 8

9

10

11

12

13 14

15 16

Across

2. To watch, observe, listen to, or check 

(something) for a special purpose over a 

period of time.

6. To cause someone, or something, to decide not 

to do something.

7. A comprehensive collection of related data 

organized for convenient access, generally in a 

computer.

9. Being in the habit or custom.

11. To cause (something) to become more active 

and lively

12. Having a characteristic of moving from one 

place to another on a periodic basis.

13. Of, relating to, or being a method of using a 

resource so that the resource is not depleted or 

permanently damaged.

14. An animal, in this case a bird, that is a year old 

or in the second year after birth.

15. Being in danger or peril. 

Down

1. To avoid wasteful or destructive use of 

something.

3. A measure of how often a particular event will 

happen if something (such as tossing a coin) is 

done repeatedly.

4. To study or examine carefully.

5. Printed or written form of questions used to 

gather information.

8. (1) Not moving; (2) Staying in one place or 

position.

10. The feathers of a bird.

16. Living or growing naturally in a particular 

region.
84

Citizen Science Edition, http://www.naturalinquirer.org

Citizen Science eyeChallenge

Explain what each of these photos represents. You may write your explanation or 

hold a class discussion. If you write your explanation, use complete sentences, 

proper spelling and grammar, and appropriate punctuation.

Photo courtesy of Ian Callow.

Photo courtesy ofJames Holland.

Photo courtesy of EDDMapS.

Map courtesy of Carey Burda and Stephanie Pfeiffer.
85

Natural Inquirer • Number 19

Citizen Science eyeChallenge

Illustration courtesy of Stephanie Pfeiffer.

Photo courtesy of Lad Akins.

Photo courtesy of Aubree Benson.

Photo courtesy of Dolores Morrison.
86

Citizen Science Edition, http://www.naturalinquirer.org

Citizen Science in 

the Classroom

Victoria Houser

Forest Service Recreation Staff Officer

White River National Forest–Blanco Ranger District

"I have worked to develop citizen science projects 

with high school groups in Alaska and Colorado. 

These students have worked hard to demonstrate the 

value of citizen-based research and stewardship."

How To Create a Successful Program

Step 1: Scope Out Your Problem 

Start by brainstorming potential topics or 

problems with your students. Create a list of 

your students’ areas of interest. As you think 

about potential topics, ask the class: Why 

does the topic matter? What research has 

been done in the past? What are the goals of 

this research? 

Based on your discussions with the 

class, narrow the list of topics to five or 

less and look for citizen science projects 

associated with the areas of interest. A list of 

resources is available in the “Citizen Science 

Resources” on page 89 of this journal. Locate 

other citizen science projects by searching 

the Internet. Compare and contrast the 

potential projects by examining each project’s 

requirements for time, location, topic, 

equipment, costs, or skills. Choose the project 

that best fits your requirements and those of 

your students and your community. 

Work with your students and school 

community to identify any barriers to 

completing the chosen citizen science project. 

How much does the project cost? How 

much time does the project require? Is safety 

an issue? Identify ways to overcome these 

potential barriers. Safety should always be a 

primary concern.

Meet Victoria Houser!

Follow the Spotlight Bee 

through this section to get 

more advice from Victoria 

Houser.

Photo courtesy of Victoria Houser.
87

Natural Inquirer • Number 19

Step 3: Build a Community

Engage the students, stakeholders, and 

other community members in the project. Use 

the strengths of all participants, and make sure 

that each participant or group of participants 

knows their role. What resources do your 

students or stakeholders need? 

Victoria 

Houser 

says....

Step 2: Design a Project

Once you have identified the citizen 

science project, work with your students 

to create goals and objectives. Goals are 

broad statements that highlight the potential 

positive outcomes of the project, such as: 

“A goal for this project is to improve school 

community awareness of a stream located in 

the schoolyard.” Objectives are more specific, 

measurable, and, in many cases, relate to 

student learning. An example of an objective 

is: “Students will be able to explain the steps of 

the scientific method.” 

Work together with your students to create 

an inventory of the resources available to 

complete the project. What resources can the 

school provide? What resources are available 

from the local stakeholders or the people 

running the citizen science project?

Develop a plan for how the citizen science 

project should proceed. Include items such 

as timelines, participant roles (maybe provide 

a few examples of types of roles), scientific 

protocol, and how the results of the project 

will be used. 

Victoria 

Houser 

says....

"The possibilities for citizen science 

projects are endless. Narrow down the 

choices by knowing your limitations, 

discussing the interests of students, and 

conducting research on your location.

Contacting local stakeholders, such as 

a State natural resource agency, Federal 

natural resource agency, or natural resource 

nonprofit organization, is another good way 

of narrowing down the topic. Agencies and 

organizations can provide expertise and can 

potentially help complete the project."

"Any time you go outside and observe 

the natural world, you are practicing citizen 

science. The next steps are recording the 

observations and making a plan to use the 

results of the observations. Create or use an 

existing protocol that is manageable for the 

student age level, replicable, and produces 

meaningful data. This component probably 

takes the most work. If you are contributing 

to an established citizen science project, the 

organization will provide the protocol. If you 

and your students create your own project, 

students should test the protocol before 

starting data collection.

Methodology should include an 

explanation of how the results will be 

used. Questions to think about include: 

What information is needed to answer our 

questions? How will we share our information 

with others?"

Victoria 

Houser 

says....

"Remember that unexpected results, or 

unsupported hypotheses, are important too. 

Catching no fish in a river tells us something!"
88

Citizen Science Edition, http://www.naturalinquirer.org

Adapted from the Federal Citizen Science and Crowdsourcing Toolkit: https://crowdsourcing-toolkit.sites.

usa.gov/.

Step 4: Manage Your Data

Just like scientists, your students are 

collecting data to help answer a research 

question. If it is your own citizen science 

project, be prepared with a plan to handle 

and store your data. If you are contributing 

to an established citizen science project, the 

organization will have programs that help 

compile your data for you and provide access 

to it. 

Work with your students to analyze the 

data. Analysis helps document and describe 

facts, detect patterns, develop explanations, 

test hypotheses, and check for error.

Victoria 

Houser 

says....

Victoria 

Houser 

says....

"Get “buy-in” from your students and 

other participants by allowing them to be 

leaders or decisionmakers in the project. 

Give them an opportunity to present their 

work and participants will be empowered 

by the real-life impacts of this work."

Step 5: Sustain and Improve

Successful projects require sustained 

participation and funding. Adapt to changes 

in participation, look for new resources, and 

evaluate your project continually. Consider 

making a newsletter or blog to update people 

on the progress of your project. 

“Sharing results with others helps grow 

support for your project. Support from new 

participants, whether they are students or 

agencies, can contribute something toward 

the continuation of the project.”
89

Natural Inquirer • Number 19

Citizen Science Resources

The following resources provide additional information about citizen 

science. A sample of citizen projects related to the articles in this journal is 

also included. Note that you may want to do a more extensive search for all 

existing projects related to your class’s topic of interest to ensure the best 

possible project. 

Note: Projects marked with an asterisk (*) use mobile devices, such as 

smartphones, to engage citizen scientists in the project.

General Citizen Science 

Resources

Federal Citizen Science Resources

https://www.citizenscience.gov

Forest Service Citizen Science

https://www.fs.fed.us/working-with-us/citizenscience

Cornell Lab Ornithology Citizen Science 

Toolkit:

http://www.birds.cornell.edu/citscitoolkit/

toolkit

UK Environmental Observation Framework—

Guide to Citizen Science: 

http://www.nhm.ac.uk/content/dam/

nhmwww/take-part/Citizenscience/citizenscience-guide.pdf

SciStarter: 

http://scistarter.com/

Projects by Topic:

Natural Hazards

Precipitation Identification Near the Ground 

(PING): 

http://www.nssl.noaa.gov/projects/ping/

Did You See It?: 

http://landslides.usgs.gov/dysi/form.php 

Did You Feel It?: 

http://earthquake.usgs.gov/earthquakes/dyfi/ 

iCoast: Did the Coast Change?: 

http://coastal.er.usgs.gov/icoast/about.php

Is Ash Falling?: 

https://www.avo.alaska.edu/ashfall/ashreport.

php

Marine and Coastal

Phytoplankton Monitoring Network: 

http://products.coastalscience.noaa.gov/pmn/

*iNaturalist: 

http://www.inaturalist.org/

*Nature's Notebook: 

https://www.usanpn.org/natures_notebook

Marine Debris Tracker: 

http://www.marinedebris.engr.uga.edu/

Coastal Observation and Seabird Survey Team: 

http://depts.washington.edu/coasst/involved/

volunteer.html 

Marine Invasions Research Lab: 

http://www.serc.si.edu/labs/marine_invasions/

citizen_science/index.aspx

iCoast: Did the Coast Change?: 

http://coastal.er.usgs.gov/icoast/about.php
90

Citizen Science Edition, http://www.naturalinquirer.org

Invasive Species

EDDMapS – Early Detection and Distribution 

Mapping System: https://www.eddmaps.org/ 

*iNaturalist: 

http://www.inaturalist.org/

*Nature's Notebook: 

https://www.usanpn.org/natures_notebook

*iMapInvasives: 

http://www.imapinvasives.org/ 

Marine Invasions Research Lab: 

http://www.serc.si.edu/labs/marine_invasions/

citizen_science/index.aspx

U.S. Geological Survey Nonindigenous Aquatic 

Species Program: 

http://nas.er.usgs.gov/

Birds

*eBird: 

http://ebird.org/

Project FeederWatch: 

http://feederwatch.org/ 

Neighborhood NestWatch: 

http://nationalzoo.si.edu/scbi/MigratoryBirds/

Research/Neighborhood_Nestwatch/

North American Bird Phenology Program: 

https://www.pwrc.usgs.gov/bpp/index.cfm

North American Breeding Bird Survey: 

https://www.pwrc.usgs.gov/bbs/index.cf

m?CFID=12209626&CFTOKEN=18d77

8e2a9a6c045-2A65F0DA-F84D-567C99918024DCEB14BD

*iNaturalist: 

http://www.inaturalist.org/

*Nature's Notebook: 

https://www.usanpn.org/natures_notebook

Coastal Observation and Seabird Survey Team: 

http://depts.washington.edu/coasst/involved/

volunteer.html 
91

Natural Inquirer • Number 19

Device-ive ScienceAll Over the MapLion in WaitInvasion of the Song Snatcher

 Time, Continuity, and Change

 People, Places, and Environments

 Science, Technology, and Society

 Global Connections

 Individuals, Groups, and Institutions

 Civic Ideals and Practices

 Individual Development, and Identity

Which National Curriculum 

Standards for Social Studies 

Can These Articles Address?

Device-ive ScienceAll Over the MapLion in WaitInvasion of the Song Snatcher

Science as Inquiry

 Abilities Necessary To Do Scientific Inquiry

 Understandings About Scientific Inquiry

Life Science

 Regulation and Behavior

 Populations and Ecosystems

 Diversity and Adaptations of Organisms

Earth Science

 Structure of Earth System

Science in Personal and Social Perspectives

 Risks and Benefits

 Science and Technology in Society

 Understandings about Science and Technology

 Natural Hazards

History and Nature of Science

 Science as a Human Endeavor

 Nature of Science

Which National Science 

Education Standards Can 

These Articles Address? 
92

Citizen Science Edition, http://www.naturalinquirer.org

What Is the Cradle of 

Forestry in America 

Interpretive 

Association?

The Cradle of 

Forestry in America 

Interpretive Association 

(CFAIA) is a 501(c)3 nonprofit organization 

based in Pisgah Forest, North Carolina. 

The CFAIA strives to help people better 

understand ecology through recreation 

and education opportunities. Their projects 

include the following: 

• Campground and recreation area 

management

• Educational programs and services in 

partnership with the Forest Service, 

including Natural Inquirer, Investi-gator, 

Natural Inquirer Reader Series, NSI: 

Nature Science Investigator, scientist 

cards, and Leaf Prints (formerly NatureOriented Parenting)

• Sales of forest-related gifts and 

educational materials

• Workshops, newsletters, and 

publications

• Partnership with the Forest Service to 

provide programming at the Cradle of 

Forestry Historic Site

What Is the U.S. 

Geological Survey? 

The U.S. Geological 

Survey, a part 

of the Federal 

Government, is a 

science organization that provides impartial 

information about the:

• Health of our ecosystems and 

environment

• Natural hazards that threaten us

• Natural resources we rely on

• Impacts of climate and land-use 

change

• Core science systems that help us 

provide timely, relevant, 

and useable information 
93

Natural Inquirer • Number 19

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, 

the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are 

prohibited from discriminating based on race, color, national origin, religion, sex, gender identity (including gender 

expression), sexual orientation, disability, age, marital status, family/parental status, income derived from a public 

assistance program, political beliefs, or reprisal or retaliation for prior civil rights activity, in any program or activity 

conducted or funded by USDA (not all bases apply to all programs). Remedies and complaint filing deadlines vary by 

program or incident. 

Persons with disabilities who require alternative means of communication for program information (e.g., Braille, large 

print, audiotape, American Sign Language, etc.) should contact the responsible Agency or USDA’s TARGET Center at 

(202) 720-2600 (voice and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, 

program information may be made available in languages other than English. 

To file a program discrimination complaint, complete the USDA Program Discrimination Complaint Form, AD-3027, 

found online at http://www.ascr.usda.gov/complaint_filing_cust.html and at any USDA office or write a letter addressed 

to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, 

call (866) 632-9992. Submit your completed form or letter to USDA by: (1) mail: U.S. Department of Agriculture, Office 

of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, SW, Washington, D.C. 20250-9410; (2) fax: (202) 

690-7442; or (3) email: program.intake@usda.gov. 

USDA is an equal opportunity provider, employer, and lender.

Woodsy Owl is 

a symbol with 

restricted usage 

under registered 

trademark 580 p-4 

and 18 U.S.C. 711a.

What Is the Forest 

Service?

The Forest Service is part of 

the United States Department 

of Agriculture (USDA). The 

Forest Service is made up of 

thousands of people who care 

for the Nation’s forest land. 

The Forest Service manages 154 national 

forests and 20 national grasslands. These are 

large areas of trees, streams, and grasslands. 

National forests are similar in some ways 

to national parks. Both are public lands, 

meaning they are owned by the public and 

managed for the public’s use and benefit. 

Both national forests and national parks 

provide clean water, homes for the animals 

that live in the wild, and places for people 

to do fun things in the outdoors. National 

forests also provide resources for people 

to use, such as trees for lumber, minerals, 

and plants used for medicines. Some people 

in the Forest Service are scientists whose 

work is presented in this journal. Forest 

Service scientists work to solve problems 

and provide new information about natural 

resources so that we can make sure our 

natural environment is healthy, now and into 

the future. 
United States 

Department 

of Agriculture

Forest Service

FS-1084

Summer 2017

Editorial Review Board—C.R. Anderson Middle School, Montana:

Ms. Hagengruber’s 7th Grade Science Classes

Website Resources

Natural Inquirer 

http://www.naturalinquirer.org

Facebook: Natural Inquirer 

Twitter: @naturalinquirer

Forest Service 

http://www.fs.fed.us 

U.S. Geological Survey 

http://usgs.gov

Federal Citizen Science Resources 

https://www.citizenscience.gov

Forest Service Citizen Science 

https://www.fs.fed.us/working-with-us/citizen-science

U.S. Geological Survey Citizen Science 

http://txpub.usgs.gov/myscience/

Photo courtesy of Liz Burke.

Photo courtesy of Liz Burke.