Citizen science is a research collaboration between scientists and volunteers who provide data for education, conservation, and environmental protection. Volunteers, often the locals in the area, provide data on species occurrence while researchers perform distribution mapping or other data analysis. Social networking sites including Facebook, Twitter, and Flickr can be used as platforms for the public to share their photos of species and for scientists to aid in identification. In this article, we show how social media groups can be used to generate data on species distribution of myxomycetes.

New introductions to invasive mosquitoes, Aedes aegypti and Aedes albopictus, increase the risk for vector-borne diseases such as dengue, chikungunya, and Zika in the United States. Tracking these new introductions is more important than ever. This lesson plan focuses on the collection of mosquito larvae and pupae before the onset of summer with a focus on insect development. Students will observe the immature mosquitoes grow and metamorphose into adults. Novel aspects include collecting larvae and pupae around the home/school, observing the mosquito life cycle by safely rearing them from immature stages (larvae and pupae) to adults, and learning important background information on mosquito biology and pathogens that mosquitoes can transmit. The lesson describes new tools to use with the Invasive Mosquito Project, an international citizen science–based mosquito surveillance program exploring mosquitoes and the pathogens they may transmit to interested community members (including students and teachers) and their companion animals. This project is a stand-alone or follow-up lesson plan to the mosquito egg collection lesson used prior to the onset of winter (see Cohnstaedt et al., 2016). Students are able to participate in a hands-on tutorial to build a sealed emergence chamber to safely raise mosquitoes. Long-term data sets can also be used by teachers and students for further classroom discussions on the risks of mosquito-borne illnesses nationwide. This lesson further focuses on how individuals must play an active role in protecting their communities and pets from illness and increasing awareness of the dangerous pathogens mosquitoes can transmit and the importance of mosquito management. Materials from this lesson plan (available at http://www.citizenscience.us) can be adapted for each classroom but are best-suited for middle school to high school classes, as well as Advanced Placement classes.

What's in Our Waters Jr. (WOW Jr.) is an environmental outreach program designed to teach fourth grade elementary students about watershed protection. This program is unique because of the partnership that brings together students, teachers, scientists, and water resource professionals to promote science education and environmental stewardship in the classroom through mentorship and hands-on learning activities. WOW Jr. is co-led by the Clemson University Cooperative Extension Service (4-H Youth Development and Water Resources Programs) and Clemson University Environmental Toxicology Graduate Program. The major themes covered in WOW Jr. are watersheds, water pollution, and water conservation and protection. The curriculum is designed to help teachers meet several South Carolina academic standards for fourth grade science. Pre- and post-surveys administered to students to assess program effectiveness and progress over time show that engagement with science professionals increases achievement of state standards and knowledge of watershed protection by environmental stewardship, and it alters students' perceptions of scientists.

Anthropogenic climate change is an urgent and pervasive challenge, yet it remains a polarizing subject. In the United States, studies have shown that rural communities tend to view climate change with less urgency than urban communities, which could delay action in response to the crisis. In rural areas that are highly dependent on agricultural production for their economies, linking climate change to agriculture could be key for improving climate change education. Here we propose a three-part framework that engages student and community knowledge of a locally relevant crop system to make local-global connections, connect the system to climate change, and analyze, critique, and design actionable solutions. The inclusion of lessons that link climate change effects to agriculture could play an important role in more effectively building understanding across cultural and regional divides.

Garden-based learning (GBL) curricula represents a pedagogy that increases student exposure to nature and connects them to engaging activities for higher classroom achievement. GBL is proposed to enhance student science self-perceptions, engagement, and desired outcomes in science learning and identity by connecting students to relatable, hands-on, and authentic learning experiences through a felt sense of place. Saint Louis Metro Area K–12 science educators were asked to describe their students' self-perceptions, engagement, and outcomes in science and possible teaching experiences with GBL. Experienced Saint Louis Metro Area garden educators offer authentic, hands-on activities that increase feelings of belonging, competence, and autonomy in science. GBL strongly encourages positive behavioral and emotional student interactions with science lessons by providing an outdoor space that hosts exciting and relatable topics that expand students' perceptions of their local environment, community, and themselves.

The winter-spring shoulder season, or vernal window, is a key period for ecosystem carbon, water, and energy cycling. Sometimes referred to as mud season, in temperate forests, this transitional season opens with the melting of snowpack in seasonally snow-covered forests and closes when the canopy fills out. Sunlight pours onto the forest floor, soils thaw and warm, and there is an uptick in soil respiration. Scientists hypothesize that this window of ecological opportunity will lengthen in the future; these changes could have implications across all levels of the ecosystem, including the availability of food and water in human systems. Yet, there remains a dearth of observations that track both winter and spring indicators at the same location. Here, we present an inquiry-based, low-cost approach for elementary to high school classrooms to track environmental changes in the winter-spring shoulder season. Engagement in hypothesis generation and the use of claim, evidence, and reasoning practices are coupled with field measurement protocols, which provides teachers and students an authentic research experience that allows for a place-based understanding of local ecosystems and their connection to climate change.

Microplastic particles (MPs) less than 5 mm in size swirl and bob in freshwaters and seas around the world. To familiarize college biology students with the pressing issue of microplastic pollution and designing their own experiments, I assigned investigatation into whether marine copepods (Tigriopus californicus) or freshwater cladocerans (Daphnia magna) ingest MPs in the laboratory.

Groups of students produced a title, hypothesis, and annotated bibliography. They developed their experiments in a project planning table. They carried out three weeks of experiments. Students wrote papers or gave poster presentations. They wrote reflections that revealed expected gains, such as recognition of the importance of sample size, and more nuanced gains, such as developing personal views on working with live organisms.

The students found that 20 µm of blue MPs could be seen within the digestive tract and released fecal pellets of Tigriopus californicus within 24 hours. And, 20 µm of red MPs accumulated in the digestive tract of Daphnia magna within two days. The ingestion did not increase death rates over controls (in keeping with much published research on this topic). Students had the opportunity to see and reflect on the direct interaction of organisms with plastic pollution.

Ecological succession explored at the secondary and postsecondary level is often limited to terrestrial ecosystems. The emphasis is traditionally placed on how deforestation leads to ecological succession. However, aquatic ecological succession is just as important and allows for many connections to be made with other ecological concepts. Succession initiated by beavers (Castor canadensis) in particular links both aquatic and terrestrial ecosystems over time. We present a guide to an inquiry-based lesson for AP Environmental Science and undergraduate ecology courses that explores the effects of aquatic and terrestrial ecological succession initiated by deforestation and beavers. Specifically, the focus is ecological succession and its effects in both terrestrial and aquatic ecosystems. In this lesson, students (1) engage with a preassessment and broad overview of ecological succession, (2) explore authentic research data representing secondary succession in beaver ponds, (3) explain data using detective activities, (4) elaborate with a mystery pond, and (5) evaluate their new understanding by comparing a pre- and postassessment. This lesson plan meets the objectives for AP Environmental Science Biology courses as well as the core concepts and competencies for undergraduate biology education from the Vision and Change report by the American Association for the Advancement of Science in 2011.

Soils contain a vast biodiversity of organisms with critical roles in maintaining ecosystem health, which remains unknown to many students. Soils are also a system well-suited to introduce broader ecological concepts such as ecosystem services and the links between biodiversity and ecosystem function. In the game Life for the Loam, designed for students in grades 6–12 and early undergraduate audiences, students strive to build the healthiest soil by introducing creature cards to boost their soil's structure, nutrients, and food web. Gameplay introduces students to a wide array of soil organisms, and the ecosystem services each provides, and lets them build diverse communities for maximum environmental benefit.

Supporting socioscientific decision-making skills in science classrooms is vital to the education of scientifically literate citizens. Character and values play a key role in accomplishing this fundamental goal of science education. However, students' decisions about complex socioscientific issues often lack social and moral compassion. In this study, we advocate for the use of role reversal to facilitate such compassion. We illustrate our proposal by providing a lesson plan on the construction of hydroelectric power plants to reduce carbon emissions and fight climate change.